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AUT-HOP' :TITLE
INSTITUTtON
.S7ONS AGENCY'REFCRT NOPUB DATEMOTE ,
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSIXACTConducted by the Wisconsin Nutrition Edication and
Training (NET) program, this study was designed to (1) assess publicand private elementary school teachers! and public, school food'tanagers' nuttitior knowledge, and (2) toi ascertain their opinions onvarious topics related to Nutrition education. The first section ofthe report provides background information'o'nthe development of theVisconsir. NET program and its gqals. Information on how the statewide
. survey was conducted is also indluded. This section is followed bytwo major sections. The first describes the development of the.Nutrition Knowledge Test and the Survity results for this test. Thesecond section presents the survey findings regardihg subjects'opinions on the7following: the effects of nutrition instruction onstudents' pAing habits: teaching approaChes to nutrition education:respondents' perceptions of their levels of nutrition knowledge; anduse of the lunchroom as'a laboratory for learnim about nutrition.More than half of the report consists of six apetndices, includinggeneral behavioral and performance objectives related to the InformedFood Choice Model: a copy of the Wisconsin NET Nutrition Know14dge4est: the items used to elicit food service managers' and teachers'Opinions on nutrition related, topics and; copies of letters apddirections sent to study pVticipants; a copy of the Nutrition
te
DOCUMEOT RESUME
PS 012 545
Evans, Francis a, -
A Survey of 'Nutrition KnOwledge alrOpinion ofwisconsin Elementary Teabhers and Food-ServiceManagers.Wisconsin State Dept. of Public Instruction,Madison.
1
Department of Agriculture, Washington,VSDPI-Bull-20-5631 Jul 8191p.
MF01/PCOA Plus Postage. .*Attithde Measues;.*Elementary School 7eachers:,*Food Serviceir*Knowledge Level; 'Lunch Frog-malt:*Nutrition; Nutrition Instruction; Private Schools:
' Public Schools; State Surveys t,
. *Teacher Knowledge; *Wisconsin '
Knowledge Test answer sheet; and item statistics for the NutritionKnowledge Test. (Author/pP) . .
:
101******44*****************************************wi*****************Reproductions supplied by EDRS are the best that can bevmade
from the original document.****to*t************************41*************************************
so
4
A SURVEY OF NUTRITION KNOWLEDGE AND.
OPINIONS OF' WISCONSIN ELEMENTARY
TEACHERS AND FOOD SERVICE MANAGERS
by
Francis B. Evans
Evaluation Specialist
July 31, 1981
U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATION
CENTER IERICIThs document has been reproduced asreceived from the person or organization
mating itMinor changes have teen made to improvereproduction quality
Points or vrew or opinions stated in this documere do not necessarily represent official MEposition ix policy
S-dhool Food and NutritionYServices Section
'Edward Post, Section Chief
Bureau for Federal EducatiorW. Programs
Alan Kingston, Bureau Director
Division for Management, Planning and Federal Servites
. Brian Roherty, Assistant Superintendent
WISCONSIN DEPARTMENT OF PUBLIC. INSTRUCTION
Herbert J. Grover, State Superintendent
111)44.*
The activity Which is the subject of this report was supported in whole or in
part by the U.S. Department of Agriculture with Nutrition Education and
may` P. Training cunds as authorized by 't 95-166, and administered thrt'ugh the
Wisconsin Department of Public Instruction, Food and Nutritioi Services
Section. The opinions expressed herein'do not necessarily reflect the posi-
1artion or policy of the U.S. Department of Agriculture, and no official endorse-
ment thereby should be infprred.
a
Bulletin No: 2056
2
"PERMISSION TO REPRODUCE THIS
MATERIAL Fi*.$ BEEN GRANTEDBY
C2'12."112".S1\111'
.SvN, st IN.K.V1ON'NTO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)"
J
v
CONTENTS
List of Tables
'A
SECTION ONE: BACKGROUND
I4ET ProgramStatewide Survey Y 2
SECTION NO NUTRITION KNOWLEDGE TEST°Test DevelopmentFindings
.10
4
SECTION THREE: OPINIONS REGARDING TOPICSRELATED TO NUTRITION EDUCATION . .21
Effects of Nutrition Instruction 21
Philosophy and Approaches Regarding Nutrition EducationPerceptions of Nutrition Knowledge it
Lunchroom as a Learning Laboratory
. ;41
34
Summary, of Fin4ings . 36
Discussion 38
APPENDIX A: General.Behavioral Objectives and PerformanceObjectives Describing the Informed Food Choice
Model 41
APPENDIX B: Wisconsin NET Nutrition Knowledge Test 47P
APPENDIX C: Food Service Manager Opinion Items 55
APPENDIX 9: Teacher Opinion Items 57
APPENDIX E: Letters and Directions 59
)
A
APPENDIX F: _Test Answer Key 63
.nt
,
AA
PPENDIX G: Item Statistics for Wisconsin NET NutritionKnowledge Test .65
3
LIST OF TABLES
Nutrition Knowledge Test Score Distributions for PublicSchool Elementary leachers by Multi-CESA Region
//I2. Nutrition Knowledge Test -Score Distributions for Food
Service Managers by Multi-GESA Region 7
3. Nutrition Knowledge Test Sure Distribution forPrivate School-Elementary teachers 8
4. Item Analysis;
Matrix Showing Responses to Item'Options, by Public School Eletrientary Teachers in
Each Fifth of Test Score Distribution .17 .
5. Distributions of Item iifficulty andices from NETNutrition Knowledge st for Food ServiceManagers and Public School Elementary Teachers 18
6. Distributions of Point-Biserial CorrelationCoefficients from NET Nutrition Knowledge Testfor Food Service Managers and public SchoolElementary Teachers 2n
1
)
a
a -r
aSECTION ONEBACKGROUND, 2/
This report presents the results of a statewide survey of elementary teachers
frOm public and 'pr)ivate schools and public school food service managers. The
survey was conducted by the Wisconsin Nutrition Edudation and Training (NET).
program to assess their nutrition knowledge and to ascertain their opinions on
various topics rel#ted to nutrition education.
t
'The first part of the report provides background information about the Wiscon-
sin NET program and about how the survey was conducted. This background
' section is follOwei by two.major sections. flie first describes the develop-
ment of the nutrition knowledge test an the survey results for this test.
The second section presents the 'survey f ndidgs regarding opinions abo.ut, the.
,various nutrition education topics.
1
NET Program
The Nutrition Edupation and Training Program (NET) was created at the national
level in 1977 by PL 95-.166, and began in Wisconsin' in July,. 1978 with the
receipt df advance planning funds from the United States Department of Agricul-
ture. The Federal legislation directs the Department of Agriculture to make
funds available to state educational agencies to (A) instruct students with
regard to the nutritional value of foods and the relationship between food and
human health, (B). train food:service personnel in the principles and practites
of food service management, (C) instruct teachers in sound principles of
nutrition education, and'O) develop end use clasiroOm materials and curricula.
In Wisconsin,,the. NET .program is administered through the state Department of
Public Instruction (DPI), Food and Ndtrttioh Services Section. At the local
level, NET services ,flare provided to public and private schools by means of
contracts with Cooperative Educational Service Agencies (CESA).
1
The Wisconsin NET program has eetabliihed the following four broad program
goals:
1. To facilitate a nutrition education process which permits Wisconsin child-ren to make inforied food choicesduring their formative years.
2.. To enhance the ability of teachers to integrate, sound nutrition informa-tion into the curriculum, utilizing innovative teaching techniques at-eachgrade level. Ir
3. To delineate and strengthe the role of school food services personnel in
the food service and nutrition education. process.
4. To identify, compile, evalhate and/or develop nutrition education curricu-lum materials.
The ultimate goal for the Wisconsin NET program' which .these r goals aim to
facilitate is "to assist in providing students .with adequate information,and
in proMoting proper attitudes so that they can make informed choices about the
foods they eat."
Statewide Survey
The survey of nutrition knowledge was designed to assess the knowledge levels
mid opinions regarding selected nutrition-related topics of three populations:
tpublic school eremen ary teachers, prfivate sihobl elementary teachers, and
'public a ctiool food ervice managers. Because Wisconiin is divided into six
multi-CESA regions for the purpose of delivering NET services to public and
private schools, the survey was designed to yieLd information from each region
about the public school elementary teachers and food service managers. Data
about these- two populations were also to be generalized to the state as a
!whole For private school elementary teachers, only information generalizable
to the,state as a whble was sought, because private dchools were very unevenly
distributed among the six multi-CESA regions. A feadibl 'sampling plan for
private schodl food service managers could not be developed, so ttley were not.
included in the study.
p.
ti
/r .N'A contract to perfgrm the"sampling, mWiling and necessary follow-up was negot-
iated'with the:Wisconsin Survey Research Laboratory, University of Wisconsin - -
#- Extension (WSRL). Arrangements were made for test scoring and item analyses
*ith the University of Wiscoritin--Madison Testing and Evaluation Servicei4
ti
6r
.
A sample of 120 public school elem ntary teachers was drawn from each of the
six multizCESA regions a meth which ensured that- each teacher within the
region would have an equal prob ility of being selected. From .a list of
private schools thioughout Wisconsin known to include elementary teachers, 120
schools were selected with probability proportional to the estimated number of
elementary teachers in ea school. The administrator of each of thes6
schools was sent a letter e laining the study and requeqting his/her partici-
pation by sending WSRL a list of their teachers. Sixty -seven privateNSchools
retunted such a, list and 1,12private ool elementary teachers were selected
from 'these schools by a method ensurin each teacher an equal probability of
being selected. All of \the public hool's . fOod service managers weve
included in the study;.no sampling was involved.
Each of the persons so selected was sent a CHbiy of the appropriate form of the
knowledge test and opinion items (the knowledge test items were the sad* for
all groups; some of the opinion items. for food service managers and teaehers..
differed), an optical scan answer sheet,i, directions; and a pestage paid
return-addressed envelor4 for returning the ?answer sheet. Initial mailing wasS
done in early ,April 1980, and a follow-up package was sent two weeks later toInon-respondents. As an incentive to complete the test, ell .respondents were
.promised an answer key to the test,. which was Mailed after receipt' of the
answer sheet 'Examples of these materials are in Appendices B-F.)
The response rates after follow-up for the three groups were as follows:
Food ServicesManagers
Public School Pr ivate School
Teachers- Teachers
Number Mailed.
Number Returned
Percent Returned
385 720 112
301
/8%
441 . 64
61% 57%
The returned _answer sheets were
scanned. The tests were scored,
analyses, and score distributions
response summaries for each of the
L
cleaned of any -stray. Turks and optically
the items were isubjeCted to standard i,tem
for each of the regions were prepAred. The
opinion items 'were also tngulated.
3
7
4.
. .
SECTION TWO
NUTRITION KNOWLEDGE TEST
)
This- section describes the development of the .nutrition knowledge test 4nd
presents the findingslof the survey.
4
Nest Development
As part of the developmental'phase for this nutrition knowledge test, a search
was conducted for existing nutrition knowledge tests. Although many tests
were identified, few were found.Which-had been based' on an identified concep-t
tual framework or a set ofobjectiveat None ,were found which adequately
matched the Wisconsin NET program phipisophy and the conceptual model of, 6
informed food choice. Therefore, the Nutritional Science's Department of
UW-Madison/Extension, which had a contract to provide technical support to the
Wisconsin NET program, was asked to develop a knowledge test for elementary
teachers. Primary responsibi ity for, the deVelopment of this test rested.on,
Elaine D. Retholtz, who devel ed it as part of her Masters/Thesis in nutri--
tional sciences.
;,
1
I
The first phase of"the development of this test was ,/o perform a godl analysis
which sought to ans r the question: "What would we want an individual to be
able to do or say ii order to Lmonstrate to our satisfaction that he or she
I
could make informed food choices ?" A list of general behavioral objectives
was generated in answer to this question. This lift was subsequihtly modified
and refined through review by the Wisconsin NET staff and the University of
Wisconsin nutritional sciences staff associated with the Wisconsin,, NET pro-
gram. Once these general behavioral.abjectives were judged accfptable, they
served as the basis for the dkvelopment of performance objectives. (See
Appendix A.) These were behaviors which were measurable using a multiple-
choice teat item' format. It was found that all but" one of the twtntrfreo4 ,
general behavioral objectives could be adequately refledted in this format. A..
number of items relating to each of She other' objectiVes were developed.
I
The resulting multipl choice items were screened for content validity by a
rpanel of twenty=six n tritionists, were revised, and were then reexamined by
4 8
the Wisconsin NET staff and'UW-Madison/Extension NET Project staff. The
resulting items were organized into two parallel-form tests of 4O items each
with twelve items in common to both tests. The two forms of the test were. -
pilot tested during the fall 1979 semester -WkAh three separate populationsI I
from the University of Wisconsin - Madison campus. These populations were:
90 students in a health educa\-ton class for future teachers, 20 students in a
nutritional sciences class whv,had taken one previous college course in nutri-
tign, and 22 graduate students in nutritional sciences who had taken two or
more college 6tirses in nutrition. One half of each troUP took one form of
the pilot test, the othei half-took the other form. The two forms were
distributed randomly within each group.
Therresults of this pilot testing were subjected to several statistical andlogical analyses. On the average, the graduate students and students having
taken at least one previous ,college course in nutrition scored nine points
higher than students in the health education class for future teachers, which
indicated concurrent validity, An analysis of the responses:to the twelve
items which were the same on, both forms of the test indicated that the random
distribution of forms,, within each grOup had been successful -- ehere were no
systematic variations on the twelve common items within each grou5 between
those receiving one foam or Pne other.
As part of the statistical analyses of the pilot tests, the test items were
subjected to ,an item analysis4 Iteas were revised of eliminated on the basis
of this anslysis. Thee final result'of this winnowing and sifttne process, was
one test of 42 items, which could be used to assess the)rtritinn knowledge of
elementary teachers or of high school seniors. This(test watt used with each
of the three populations surveyed in this study. (See Appendix D.)
Findings '
Complete score distribuyions for each of the target populations are displayed
in Tables 1, 2 and 3. In general, these score distributions show that the4
test was not too hard ou too easy for the respondents, that- there was consid-,,
erable spread in their knowledge. levels, but very little region-to-region
variation in, the average knowledge scores or their spread. The statewide
average. of 29.2 for public school elementary teachers is identical to the
statewide averalge fOr food service managers, and very close to the average'of
5
111
TABLE 1 04 .
NUTRITION KtIOWLEDGE TEST SCORE DISTRIBUTIONS FORPyBLIC SCHOOL ELEMENTARY TEACHERS BY MULTI-CESA REGION
/
t
SCORE
..
MULTI-CESA REGION '1
p
,
00
1, 2& 7
4, 54 6
3,8,9& 10
11,12& 14
13,15& 17
16,18& 19
STATF4IDE
eISIA .,
-4Q c 1
,..1
39 1 1
7' 3837 i
2
2
2
1
2
'0
003'
32
1
1
2
3'0
411
93635 4' 2 4 7 4* 4 2534 6
A 7 2 5 5 3 28'33 r .5 3 9 5 1.., ,5 7 34'32 i 8 6 10 3 4 5 3631' 5 4 6 6 8 1 30'30 9 9 6 9 3, 3 3929 11 8 8 2 5 4 3828 6 9 3 7 5 3 3327 3 3 6 9 4 5 . 3026 2 10 ,6 5 5 4 32..
25 , 4 2 2 .ii 4 7 . 3 2224 'Y 5*, 6 5 3 4 3 2623 4 2 1 1 2 . ,0 1022 0 1 3 0' 2 1' 7
21 3 10 2 0 2 ' 0 \ 7
20 2 .0 0 1 3 4 1019 0 1 0 2 0 3
18 0 1 0 1 1
17 1. 1 1 3
16 0- -.
015f4
00
00
13 1 1
Number 84 7 80 72 74 54 441Average 29.3 29.0 29.3 30.0 28.5 29.1 29.2Med4.an 29.6 28.9 . 29.8 29.9 28.7 29.3 29.4Std. Deviation 4..55. 4.00 4.73 .3.91 4.78 4.90 4.48 .0
Reliability 0.68 ;:. 0.58 0.71 0.57 0:71 0.73 0.67(KR-20) .
t
1 0,
6
4 .
,"fa
'
TABLE 2 ti
.NUTRIT-IZN KNOWLEDGE TEST SCORE DISTRIBUTIONS FORFOOD SERVICE mmAcios BY MULTI-CESA REGION
SCORE
42
41
'40
39
38,
37
36
35
434
33
32
31
E 30
/29
28
27
26
25
24
23
22
21
'20
19
18
17 .
.1
14
13
12
1, 2 . 4, 5
647 & 6
1
1 ; 1
1 0
0 1
2 0
2 2
3 2
1 5
1 3
1 4
4 5
2 5
3 3
7 itt 3
4 2
4 1
0 4
1 3
2 3
2 2
1 0
0 1
0 1
0 0
0 ' 1
0
0
2
I
J
NumberAverage
4529.2
52
29.F
' 'Median 28.4 29.9
-%.Std. Deviation 5.90 5.04
Reliability 0.82 , 0.75
(KR-20) %
,
1/4
MULTI -CESA REGION
3,8,9 11,12 /1,15& 10 & 14 & -17
16,18 TATEWIDE& 19
,1 2 3
1 0 1 3
0 0 1 .3
0 0 4-1' 5
1 0 1 4 7
l' 0 1 1 5
1 1 3 2 11
.2 ' 4 3 2 16
1 4 3 1Z
3 3 2 3 . 15
3 1 0 5 14
9 7 3 1 29
6 3' 2 2 20
2 3 0 4 15
5 5 4 1 25
4 6' 2 21
2 5 2 i 16
3 3 2 3 15
2 2 4 2 14
0 1 0 3 9
2 2 1 2 11
1 3 2 0 7
1 0 1 0 3
1 0 1 , 1 4
1 1 - ,2 \ 0 4
OM 0 0- 1 2
1 0 0 1
0 0 0
1 0 3
0 0
1 1 x
52 57 42 51 299
28.6 28.7 28.8' 30.8 29.2
29.7 28.4 28.3 31.6 29.4
4.79 5.23 6.821 6.03 5.62
0.71 0.75 0.87 0.84 0.79
I
7
11411
AO.
.
Number 64
k.. 'Por,erage 28.0Medan 28.8
gtd. Deviationr5.23
'Reliability vr , 0.75
N (KR-20)
.
1 ,
).
> .
.
, TABLE 3
NUTRITION KNOWLEDGE TEST SCORE DISTRIBUTION
FOR PRIVATE SCHOOL ELEMENTARY TEACOERS
j
SCORE FREQUENCY
.
Womb
38
37
35
34
/33
3231
1
1
2
4
3
0
2
11
30 529 4
28 1
. 27 5
26 5
25 5
24 3
2322
2
3
21 2
20 1
19 1
18 0
17 1
16 1
15 11*
8
12
.p.-4
.. % ,v.,\. 4 At
28.0' for private school elementary tOachers. The fact that the averages and-tr .
the medians (the point 'that dfvidee,the score- distribution into two equal
pacts) for each region and each typeNt respondent are similar suggests both
that the test has desirable measuring" and that the sampling design
worked yell.
. .
.
The respoadents were asked a number_of background questibns, and several of.&..
them provided, information that could be used to estimate the validity of the1,k
, e'nutrition .knowledge test'. Food Service managers were asked if' they were
,...
registered dietitians, and the score distribvrons of those answering yes wereI a , .
compared to those answering no. The following table summarized the results.
Olk
4.Registered Dietitian Not a R. D. No Response
%4.
Averagt Sdore (f),
St4. Deviation
Number
35.9
6.43
14
29.2
5.31
257
26.2
5.40
28
`Retistered dietitians scored 6.7 points hither on the average than those indi
eating they were not RDs, and 9,7 points above those not risponding losthis
background question. 'Despite the-small number of registered dietitians, their
average score is higher by a statistically signficant amounis.(p
13
Gar
..
es
4
- Another background question -asked of the food service managers yielded addi-
tional eVidede of test validity: They were asked the number of college level
nutrition courses they had taken. The test score dfstribution4 for those
res ding none, one, and tWO'or' more were compared, with the following
results.,
NUMBER OF091,LEGE-LEVEL NUTRITION COURSES TAKEN BY F.S. MANAGERSNone One or More No Res,.
28.4 32.3 34-a . 26.0t
AverageScore (1)
Std, Deviation
Number
5.11 . 5.57
206
4.84 '
46
5.07
33
These results show that, when compared to food service managers having taken
111
no college food nutrition courses, those
1ving taken oat course scored an
average of 3.9 points higher; and those ving taken two or more courses
scored 5.8,points higher. This positive relationship is statistically signif=
icant (pic .05).
1 , ,
Overall, these data show a good relationship between predictors of nutrition
knowledge and n ion knowledge test scores.
III°.4 1
k, 10,
s
14
c
Two of the background queStions asy d food service managers showed no signif-
icant evidence regarding the Vali ity of the test. These ,were the number of
DPI sponsored summer short courses on nutrition they had attended, and the
number of Wisconsin School Food Service Association nutrition workshops
attended. The results for these two questions are piesented below.
NIItBER OF DPI SUMMER SHORT COURSES toN NUTRITIONATTENDED IN THE PAST FIVE YEARS BY FOOD SERVICE MANAGERS
None One Two or More No Response
Average Score (i) 29.3 29.2 29.9. 26.5
Std. Deviation 5.65 - 6.08 5.00 . 5.55
Number . 108 75 87 29
NUMBER OF WISCONSIN SCHOOL FOOD SERVICE ASSOCIATION NUTRITIONWORKSHOPS ATTENDED IN THE PAST FIVE YEARS BY FOOD SERVICE MANAGERS
None One Two or More No Response
Average Score (7) 30.2 28.4 29.8 25.9
Std. Deviation 6.87 5.30 4.74 5.29
,o
Number 73 68 128 30
The above two tables show that the 'knowledge test scores of food service
managers are unrelated to atten &ance at eitherlDPI sunmer short courses or at
W.S.F.S.A. nutrition workshops. This is not too surprising, because the
conceptual model on which the test was based is different from the typical
content of such short co.urseq.or workshops.
11
15
V
A
4
L.
The relationship between teacher test scores and various background informs-.
tion was similarly examined to provide evidence of concurrent validity for thew.
nutrition knowledge test. The patterns for public school and private school.
'elementary 'teachers, were very similar; for clarity, only the results for
public schObl teachers aye presented.
It was anticiatad-Ithat teachers having taken one or more college -level nutri--
tion courses would score higher on the test. Such a relationship would
provide additional` evidence,of concurrent validity. Score distributions for
those teachersrepoiting having'4ken none, one, and two or more college, level
nutrition courses were tabtilated.with the following results. -
, _
NUMBER'OFCOLLEGE-LVEL NUTKITION COURSES TAkEN BY ELEMENTARY TEACHERS
ti None Two or More No Response
'12
Average Score (X) 29.1 .30.2
Std. Deviation 4 :4.1 4.14
324. 81Number7.
30.4, 27.4
4.25 5.77
10
Although there isle tendency for\s4ementary teachers who took one or more
college level inutrition courses to score about one point higher on the test,. 0
%the relationship is not significani,..,,) Even though a significant relationship
,
between number. of nutrition courses taken and test scores was found when this
test was pikoc tested with college students, it appears that this relationship
is-not nearly so strong for teachers who'are several years removed froili.such
college courses. ,Another possibility, is that the elementary teachers were
considering' "college-level nutrition courses" to be thpse which actually
included only a small amount of nutrition content, stIch as a growth and devel-
opment or dibiology course.
Teachers were asked how Sany years they haft been teachi and 'how many
inserVIces' in nutrition they had attended. The relationships between these
background characteristicepand test scores are shown below.
12 16
A;
NUMBER Og, YEARS
PUBLIC SCHOOL
First, 2-5
Years
TEACHING REPORTED BYELEMENTARY TEACHERS
6-10Years
010More %Ruin
10 yearsNo Resplpse
Average Score (X). 29.6 29.7, 29.4 29.1 24.6
Std. Deviation 3.25 4.74: 4.41 4.35 4.52
Number 8 81 108 233.1
11
11
NUMBER OF INSERVICES ON.NUTRITION ATTENDEDBY PUBLIC SCHOOL ELEMENTARY TEACHERS
4
None One or More WithinThe Last Five Years
None*Within TheLast Five Teem.,Ong or More BeforeThen
esponse
Average Score (i) 29.1 30.6 27.2* 24: 6
Std. Deviation 4.51 ) 3.62 5.28 4.52
Number 326 .,89 15 11
*This average,Ss significantly lower (p 4.05) t4n those for the other two
viesponses.
It was interesting to note that there was1no relationship between test scores
and tfil number of years teachings and no significafft telationship between test"/
scores and teachers'_ attendance at inservices in nutrition within the past
five years. (The writer has no explanation for the lower scores of teachers
who had only attended workshops prior to five years ago,) It ppears that
this nutrition knowledge test does not measure the types of information
covered in typical tePher inservices in nutrition. This is.not surprising,
because the test was constructed to measure information relevant to the NET
program's model of informed food choice.
Y
13
4 17V
*
-er
-
Nutrition knowledge test scores were also considered in relation to the respon-
dent* opinions regarding the adequacy of their knowledge. Teachers responded
to the following item.
Item: "I do not have sufficient knowledge to teach nutrition to my students."
Response: Average Scores (N's in parentheses) for:Public School
4
Elem:-Teachers
Private School
Elem. Teachers'
Strongly agree 26.0 (46)
Agree 28.2 (117)
Neutral 28.6 (63)
Disagree 30.5 (196)
Strongly disagree 32.2 (19)/7--
No response (0)
The relationship betwpen the respondents'
A
26.9 (13)
26.4 (25)
26.8 (4)
30.4 (18)
31.5 (4)
(0)
perception of the adequacy of their
knowledge and their e;tual test scores GIs similar for tZth groups. Those who
disagreed with the item (indicating they thought that they had sufficien
rr knowledge) scored significantly higher (p < .05) on- the nutrition knowle e
test thad those who agreed. Ttlis relationship was stronger for pubI.ic school
teachers than it wasjor.Private school teachers.
The relationship between food service managers' perceptions of the adequacy of
their knowledge and their test scores were similarly oaetermined with the
following item:
Iteak "I I do not have sufficient knoyledge to teach nutrition to students".
'Response Food.Service Managers/
4
l"Average Score Number
Strongly agree 26.7 43
Agree / 28.0, 115
( Neutral r 28.6 44a
Disagree - 31.1)
70
Strongly disagree 34.9 25
NO response 30 6 2
14 _ 18
J.
- ,There is a strong 'positiie relationship between the food service managers'
'knowledge test scores and their perceptions of/the adequacy of their knowl
edge. Those' who disagreed wijh the item scored significantly higher
(p 4:'.05) than those who agreed.
The psychometric characteristics of this test were examined by calculating
reliability coefficients and performing item analyses for each subgroup of
interest. As was presented at the bottom pf Tables 17 2 and 3, the reliabil
ity coefficients for this test (using the KuderRichardson Formula 20 calcula
tion method4* ) ranged{ from 0.67 to 0.79. These differences in reliability
estimates art partially a reflection Of the different range or variability of
scores among the groups -- the greater the variability, the higher the relia,
bilitYestimate.
Test reliability is a measure of the homogeneity'or "sameness" of.tht items in
the test. These estimates are lower thdirtiould be expected for a typical
achievement test of 42 items, because this test is composed of items measuring
different aspects of a postulated "informed food choice" model, and these
aspects are conceptually different from eac other: Such heterogeneity` of
test items tends to reduce test reliability.
If
The standard error of measurement'estimatefor this test were 2.56, 2.59 and
2.60 for food service managers, public school elementary teachers and private
school teachers rapectively. These values are nearly identical. (Conceptu...---*..-
thia statistic means that if we could test the same persons over an
over again without thir knowledge revels changing, two out-of three times
their test scores wou d not vary more-thalli2.6 pointlfrom their "true" krwl
edge levels.)
Item analyses were performed to determine ow well each item functioned, as a
measure'of nutriti knowledge. When an item analysis is perfoged, the. .
completed tests are arranged by total score from high'to low, and are diqded
idto groups'. For eymple, the 441-usable tests from public school elementary
teachers were arranged into fiv4/iroups,,with 79 in the top group with scores
ranging from 34 to 40,.100 in the next group with scores ranging from 11 to
33, and so forth: For each item, the number of people in each of these five
groups cbobsing each It optiOn were recorded and analyzed. The results of.
15
19
' these item analyses for public school elementary teachers, fdod service
agerer.and private school elementary teachers are summarized In Appendix.G.
Table 4 displays the details of .one such analysis.
man- yid
' In Table 4,
teachers to
the correct
often called
the item analysis of the responses of public lbchool elementary
item number 1 is interpreted,as follows. Response (option) D was
answer to this item, and 63 percent chose that option. This is
the index of difficurty. Ptoportionately, more teachers in the
higher fifths of the score distribution chose option D than-teachers in the
lower (4th and Bottom) fifths. This is refracted in the pointbiserial cdr,
relation. coefficient of 0.21 which indicates a modest positive correlation
between the proportion of teachers in each fifth choosing the option and the
total score. The pointbiserial correlations are negative for the incorrect
options, which is as it should be. One expects people Whodon't k+ much
about nutrition to choose the incorrect options, and thoseiwith more knowledge
not to choose incorrect options. Both of the'item statistic's described above
are4Within the acceptable ranges. _
Table 5 summarizes the diffictIty indices (proportions of respdndents answer
*lig the item correctly) on the 42 items for foodiservice managers and public
.(echool elementary teachers.- (Although the item statistics, for the private
school teachers were similar to those for the public schbol teachers, they are
li isincludedbecause. the relatively .small number of respondents limits the
generalizability of the individdal item indices,) The median itemlifficulty
indent is about 0.f0 for both food service managelis and public school elemen
tary teachers. Ideally, the difficulty indices for the test its should all
be within the range 0.30 to 0.70. For the teacheis, nineteen of these indices
were above this range and 'two were below. For food service managers,, twenty
ot,these indices were above this range and 'one was bk1,64. These figures
indicate that a good nurbmiimpf the items were too "easy" for the respondents.
Betause of the importance of the4perPormance objectives these "easy" items
were measuring, they were retained in the itest.
16'20
,s
TABLE 4
ITEM ANALYSIS MATRIX SHOWING RESPONSES TO ITEM OPTIONSBY PUBLIC slogou ELEMENTARY TEACHERS IN.EACH FIFTli_OF TEST SCORE DISTRIBUTION
Question 1. Which of thelitollawing groups list only ndllrients?
a. meat, protein, calcium
?b. milk, cheese, eggs
c. yeast, sodium, thiamin
*d. protein, fat, iron
A
Fifth of ScoreDistribution A
.Test It
B C
OptionD Olit
No. in, Fifth
Top.
1 8 10 60 0 79
.
Second 0 17 -14 69 0 100
Third 6 15 9 47 0 77'1
t Four'th 3 20 , 12 BO b 95
Bottom - 12:. ,----15--- 22 41 0 90
. Prop. Selecting 0.05 0.17 0.15 .0.63 .0.00 441
. UptionIk,,,.,
0
. A,rPt .-Bis . Correl . -0.23\ "0 . Unk -0.09 '0.21 0.00
*Correct option :r
sr
t
#
c
0.0
%
I
a
fr
TABLE 5
i
. /
DISTRIBUIIONS OF ITEM DIFFICULTY INDICES FROM NET NUTRITIONKNOWLEDGE TEST FOR FOOD SERVICE MANAGERS AND
PUBLIC SCHOOL ELEMENTARY TEACHERS
(
DIFFICULTYINDEX RANGE
NUMBER OFTEST ITEMS IN EACH DIFFICULTY RANGE
Food ServiceManagers
... .Public School
Elementary,Teichers
,.96 - 1:00
.91 - ,95
. 86 - .90
.81 - .85
,.76 .80
.71 .75
. 66 - .70
.61 .65
.56 - .60
.51 .55
. 46 .50
.41 - .45
...
I
. 36 - .40
'.31 7 .35
.26 .30
.21 .25
.16 .20 0
.15 or less
Median Index
Average Index- ,
).
3 3
5 7
6 -I
4
0 2
23
4 2
6 4
3 3
3 4
43
1 1
1 140 . 2
1 0 ,
1 1
2 0
0 2
1 0.
0 0
0.70 MO0.69 0.70
A
a
/18
22
Table 6 sdeeerizes the findings for the point<biserial correlation coeffici-
ents for the 42 test items. (1: point - biserial correlation coefficient for
in item represents the extent to which answering the item correctly'ls related
to having high total scores. For example, if all of the respondents with high
scores answered the item correctly, and all of those with low scores missed
the item, the correlation would' be very.close to, 1.0. If an equal number of
low-scoring and high-scoring respondents answered the item correctly, the
correlation would be ailptit'Q.00.) For:food service managers, the median
point-biseriarl correlation was 0.32, and for public school elementary teach-
ers, the mediah correlation was 0.25. Overall, many of these item-totalscore
correlation coefficients are lower than the minimum value of 0.30 which is
desirable from a classical test construction point of view. This is particu-
larly true for the relults from the elementary teachers.
kThe large number of items"Oitb low point-biserial correlation. coefficients is
due both to the intended heterogtneity of test=item content, and to the rela-.
tively low difficulty of many of the items. While this finding ib disappoint-*
ing when viewed from a classical test-construction perspective, it is not a
serious flaw.
Because the tests given to the two groups were tdentical, any differences in
0 item indices must be attributed to differences 'between the two ,groups (the
kinds: of nutrition knowledge each possesses, the approach they use to answer-
3,116 items about wh'bch they have only partial knowledge, etc.). No satisfac-
tory explanation for the differen4es is presently available.
Overall, the reliability estimate and item. statis tics show the Wisconsin NET
1 nutrition knowlegge test to have adequate floor andbceiling to measure the
varying levels'of nutrition knowledge statewide, and to beadequate for reli-
ably'detecting differences between groups. However, it does not have mufti-,
cient reliability to be used for ring firi decisions about differences.
between individuals unless the differences in their scores are greater than
five or six points. Empirical evidence for the test's validity is strong for
food service managers and moderate for elementary teachers.
19
23
=.-
TABLE 6
DISTRIBUTIONS OF 401NT-BISERIAL CORRELATION COEFFICIENTS.FROM NET,NUTRITION KNOWLEDGE TEST FOR'FOOD SERVICE
MANAdERg AND PUBLIC SCHOOL ELEMENTARY, TEACHERS
I
CORRELATIONCOEFFICIENT
RANGENUMBEk OF TEST ITEMS IN EACH CORRILATZON COEFFICIENT RANGE
4Food Service
Managers.Public School
Elementary Teachers
0.56 or more 0 0
.51 - .55 1 0
.46 - .50 2
.41 - :45 7 2
.36 - .40, 4 5
.31 - .35 9 3
.26 7,/30 7 10
.21 -1: .25 .6 9
.16 - .2(3 4 5
.11.- .15 1 5
.06 - .10 .1
.00 - .05 0 1
Median Correlation 0.32 # 0.25
Average Correlation 0.261.
4
2Q
24
SECTION THREE
'OPINIONS kiGARDING TOPICS RELATED TO NUTRITION EDUCATION
As tart of the statewide study of the level of nutritionTrelated tnowledge
which was'conducted in the spring of 1980 by the Wisconsin NET progiam, public
school food service managers and public. and private school elementary teachers
responded to opinion items regarding various topics related to nutrition edu-
cation. Because of the diffefing roles of food service managers and teachers,
many of the items for the two groups differed. The appropriate opinion items
wereappinded,to the knowledge tests Which were distributed to each group.
Viivate school and public school teachers responded to the sdme items.)
Some of'the items measured attitudes'that could influence nutrition education
efforts in general. For example, loth teachers and food service managers
indicated their agreement or disagreement with the statement "Good eating
habits are important to good health." None of the respondents were neutral or
disagreed with this statement, in fact 83 percent of the teachers and food
service managers strongly agreed. These responses indicate a pOsitive view-
point which is important' to nutrition education.
4Effects of Nutrition Instruction
lk
Opinions regarding the efficacy of efforts to improve students' food habits by
increasing their level of nutrition- knowledge were assessed using the follow-
ing item:
Response
Item: "Increased nutrition knOwledge will lead to improved food,
habits, valuesand attitudes."
Pubtic School Private School FoOd Service
Elem. Teachers Elem. Teachers Managers
Strongly agree 42% 31Z 50%
Agree .52 59 43
No opinion 2 3 . 3
-Disagree 3 6.
Strongly disagree s 0 0
No response 0 0 a
100% 99% 100%
No. of respondents (441) (64) (300)
Note: Percentages may not total 100% due to rounding, a .. less than 1/2%
25
a
4
A,
According to'these figures, almost all of the teachers and food service mans=
gers believe that increasing nutrition knowledge will affect food habit's'.
Such positive attitudes are important to nutrition education.,
-
. lA
1Dpinions regarding the effect' of teaching nutrition in the clastipom were
obtained with the fallowing item. (The wording for food service managers is
shown in parentheses.) -
,Item: ."I (teachers) can improve student nutrition knowledge by
tehching nutrition in the classroom."
I.
Response Public SchoolElem. Teachers
Private SchoolElem. Teachers
Food ServiceManagers
.Strongly agreeAgreeNo opinion
37%57
5
37%58,
3
54%44
1
Disagree 2 2 1
Strongly disagree a 0 , 0
No response 0 0 a
100% 100% 100%'No. of respondents (441) (64) (300)
a 'less than 1/2%
if
The vast majority,pf both teacherseand food service managers areyery positive'
about the improvement that can be made by teaching nutrition in.the classroom.
Such attitudes -Should assis t nutrition education activities in. the schools.
Teachers (but not food service managers) responded to an additional item
regarding -.the effects teaching about "nutrition would have on student foodve,
habits.0
22.
Item: "It is impossible to change food habits by teaching nutritionin the classroom':"
,Response Public SchoolElem. Teachers
Private SchoolElem. Teachers
Strongly agree 2% 3%
Agree 1'0 9
No.opihion 8 9
Disagree 70 67Strongly disagree 10 IA
No response 0 0
100% 99% '4
tip. of respondents :" (441) (64)
-Note: Percentages may not total 100% d to rounding..
These responses show that the vast majority of public and private elementary
school teachers believe that student food habits can be changed by teaching
nutrition. -
The same -information was sought in another way from both teachers and food
service managers. In this case, only those teachers Whose schools had a. lunch
room responded*Note that this eliminated 31 percent of the private school
teachers nd 7 percent4be the public school,teachets.)'
.
After responding to an item rega rding nutrition education activities in
rooms and lunchrooms,-both groups responded to the following item.
Itek:'11 "Teaching nutrition in either or b6th locations will NOT
*prove student food habits."
ResIponsey,
Elem. Teachers (Of1 FooiServicethose-Who indicated their Viatiagers
school had a lunchroom).
ion Private 0 '
Strongly agree ,1% lfl . * 0% 2%
Agree 7 11 9.-
Disagree ' itNo opinion 14 6'
68 64
StiotgLy'disagree 12 7 I 19
NO response "' 0 ____ti a
..---/ nYrf -Mr locq
6 No. of respondents (411) (44) (300)
- Note: Percentages may not total 100% due to rounding.
. = less than 1/2%
23
2:"-Z
class-
1111111m.
To further probe their opinions regarding the efficacy of attempting to change
--latudent food habits, both teachers in schools wit lunchrooms and food service
managers responded to en item regarding the best location, classroom or lunch
/room, "for activities designed to improVe student food habits". One possible
response was: MO
1"Neither location--nothing can be done in either location tochange food habits."
In schools having lunchrooms, only 3 percent of the public school teachers and
7 percent of the private school teachers chose this pessimistic optioh. Only410
'4 percent of, the food service managers selected this response.
Overcall, a clear pattern of opinion on this topic emerges. The vast majority
(75 to 80 percent) of both teachers and food service managers believe that
both student nutrition knowledge and food habits can be improved by means of
nutrition educatton%
I
, Philosophy and A proaches Regarding,N4trition Education
.Several of the1
opinion items dealt with 'teaching philosophy and approaches
regarding nutrition education. These items covered the most effective, loca
tion or combination 'of locations for conducting nutrition, education activi-
ties, teaching n
knowledge into th
among teachers, f od servicelqsnagers; and parents.
trition as a separate unit versus incorporatinunutrition
ongoing curriculum, and coordination of nutrition education
The legislation e
room and the unc
the third choice
legislation
this choice.
acting nutrition education stipulates that both the class
room shobld be sites for such:activities% The wording of
f the folloWing item closely' reflected the wording of the
was gratifying to see the support of the respondents for
14,
I '
28
4
/ ir
Item: "The most effective location for teaching nutrition knowledgeto students is:"
Response
'(a) Classroom(b) Lunchroom(c) Classroom with
the lunchroomas a learninglaboratory
(d) Either location-both can be-
equally effectiveNo Response
No. of respondents
Elem. Teachers (onlythoie who indicated theirschool had a lunchroom)Public Pfivate
Food ServiceManagers
19% 11% 8%a 0
56 61 59
24 '25 32-
a 2 a
\100% 99% 100%
(411) (44) (300)
Note: Percentages may not totala = less than 1/2%
100% due to rounding,
The second item concerned with location was similar in wording to the previous
Item. The only difference was that the focus
habits rather than on change in knowledge.
Item: "The-most effective location forstudent food habits is:"
was on change in stude food
acttvities designed to improve
Response Elem. Teachers (oilythose who indicated theirschool hAd a lunchroom)Public Private
Food ServiceManagers
(a) Classroom(b) Lunchroom
11%
2
4%4
5%
'5
(c) Classroom withthe lunchroom
61. 55 59
.as a learninglaboratory
(d) Either location-- 23 30 27
"414toth'can be
equally effective(e) Neither location- -
nothing can be donein eithei locationto change food habits
No Response a
(7
0
4
ae1/4
100% LO0% 100%
No. of respondents (411). (44) (300)
a - less than 1/2%
25
29
ti
_
The response pattern is very similar to the previous item, with the majoritytl
of they respondents suppoytingactivities in .the classroom with the.lunchroomft
used as a leatning laboratory. Seven percent or less of the respondents were
pessimistic abOut the in&luence of such activities on student food habits.
4111i
Teachers and food service managers both nespondecksto items regarding coopera-
tion with various groups in nutrition education. F od service managers'
opinionp.regarding such cooperation with both parents anthteachers were very
positit4v se their responses below indicate:
Item: "It 'is important to coordinate my [food service manager] nutritionefforts with . . ."
ResTitseCoordination with:
Parents Teachers
Str ly agree 15% 18%
Agree 49 52
No opinion 24 21
Disagree 10 7
Strongly disagree a a
No response 1 1
100% 100%
a less_ than 1/2%
7/
The respqnses of public and private elementary school teachers to the items
regarding the Importance 6f cooperation were similar enough that only those'of
the public school teachers will he displayed. The responses of public school
elementary teachers were as follows:
Item: " It is important, to coordin to my nutrition education efforts
with . . .
iCoordination with:Food Service
Response Parents Personnel*,
Strongly agree 24%- 7%
Agree ,- 59 40
NO opinion 14 . 29
Disagree ' 3 it 22
,,- strongly disagree 0 2
_.. ''' -
No response 0 a
100% 100X
/ *Only teachers from schools with lunchprograms responded.a 0 less than 1/2%
2630
3
Although teachers, like .food service managers, believe/it is important to
coordinate nutrition education with parents, they do not share the same opin-
ion regarding reciprocal coordination with food service managers. Seventy
percent of the food service managers agreed that it was important to coordi-
nate nutrition education efforts` with teachers, whereas only 47 percent of the
teachers agreed that it was important to coordinate such efforts with food]
service personnel.'
The philosophic thrust of the Wisconsin NET program is to encourage the incor-
poration of nutrition information, as appropriate, into the major ongoing cur-.
riculum areas such as science, social studies, health, and so forth. The
typical alternative to this approach is to teach nutrition as a separate unit
in the curriculum, which would require allocating instructional time to nutri-
tion which was formerly used for the other subjects. Because it is a common
saying among educators that we only know how to add to,the curriculum, and not
how to subtract things from= it, the Wisconsin NET program 'wanted to avoid
having nutrition compete for time as a separate unit.
Good educational arguments can be made for either teaching nutrition'as a
separate unit or for incorporating it into other areas of the curriculum. To
assess teacher opitliore on this topic, they were asked the following item.
ft
Item: "It is more effective to teach nutrition as a separate unit ratherthan integrating it into other disciplines such as life sciences
or social sciences."
1
L Respon e Public School Private School
Elem- Teachers Elem. Teachers
Strongly agree 8% * 5%
Agree 31 31
No opinion 16 19
Disagree 40 39
Strongly disagree 5.
6*v j,/
No response 0 0
TAW Riff .
No. of respondents (441) (64)
27
It
31
4
t. '
. These responses show that ,t=eacher support for the two viewpoints is nearly
equally divided, 4th 39 percent of the public school teachers favoring the
separate unit approach and 45 percent in agreement with the integration into
other disciplines approach: The corresponding percentages of private schooli .
teachers were 36 percent and 45 percent, respectively, indicating that both. a
groups of teachers-hold very similar views. If those chesing "no opinion" are.
eliminated fros* considerMaion, the majority of those exprilsing an opinion
111
.voted incorporatiqs nutrition'into the other disciplines.
. v "Two opinion items dealt with the amount of materials and resources available
to teachers andsfood service managers, and the amount of time available to
them tor nutrition education activities. v.
1. ,*
The first item, dealing with materials'and inservice availability, was intend-
ed to assist it needs idedtification. Its wading, and the responses of
teachers'and food service managers were as follows:
Item: '(Teachers) "I have adequate materials, inservice prograMs, andrepourcty to help me, teach nutrition."
(FoOd Serviee Managets) ".a learning laboratory.':
. . to help me use the cafeteria as
Respone Public SchoolElem Teachers
Private SchoolElem. Teachers
Food ServiceManagers
Strongly agree I 52 02 2Z
r.t Agree 32 20 22
f No opinionDisagree '491
11
53
20
49
Strongly disagree 12 16 6
No Osponse * 0 0 a
( .§-ff 100% 1002
No.,of respondents (441) (64) (300)
Note: Percentages marnot total 100%.due to rounding errnr.less than 1/2%
Note that the majority ot each group disagreed with the statement, indicating
they believe that they do not have adequate materialq, inservice programs,
etc., for them to teach nitrition. Private school teachers appear to have the
28
32
400
oda
S
fewest reeodkces available. The diflerences between the responies of theto
public and private. school teachers are statistically significant at the .05
level.)s'
The amount of. time teachers and food service managers had availab for nutri-'
tic" education activities was ascertained with the second item, which follows..
Item: "I have enough time or flexibility id my schedule to be active.in nutrition education." .- , .
-,.
l-./
lOspo se Public SchoolElei. Teachers
Private SchoolElem. TeaChers
Food ServiceManagers
Strongly agree 4t/2% L%
Agree 36 36 1 15
No opinion 12 12- 10
Disagree 38 38 51
Strongly disagree 8 11 1 22
/.
No response 2 . 2 1
100% 101% 100%
No. of respondents (441) (64) (300)
Note: Percentages-Any not total 100% due to rounding.
6
The responses of public and private school teachers -are very similar. 38 to
40 percent of them have enough' time or flexibility. Far fewer food service
managers have enough time only 16 percent agreed that they had enough time
or flexi*bility, to be active in nutrition education. (This ,difference is
statistically significant at the .o5 level.)//
To obtain an estimate of hov nuch nutrition education elementary school stu -;
dents received, teachers responded to the following item:
416
33
a
4
item: "Approximately how many hours of nutrition eduCation did.eachstudent taught by you receive during the last year ?"
.
These f
Response Public School Private School
Elem. Teachers Elea. Teachers
None4
in(
3F%
1 - 2 hours--
21 30
.3 - 5 hours 31 20
41 - 10 hours ." 24 9
More than 10.hours 11 8,..
1 2
100% 100%
aid) (64)
Mo response
.No. of respondents
0
ligas shoe a definite, statistically significant difference between
the amount of nutrition education received by public and private, school eke-.
mentary student. The typical. (medran) number of hours of nutrition education
in public schools was between three and five hours, whereas the typical amount
was one to two hours in priyate schools./ A far larger percentage of private
school students received no nutr4.tion education: 31 percent of the private
school teachers reported no nutrition education occurred last year, whereas 12
petcent of the public school teachers reported no instruction.
It is possible that this difference in the amount of nutrition education
occurring in the two types of schools may be due to curriculum differences and
to the amount of materials 'and other resources available; rather than to
differences in the availability of time. Both\groups of teachers haereported
very similar amounts of time available, but only 20 percent of the private
/shool teachers reported they had "adequate materials, inservice programs and
resources" for teaching nutrition, lereas percent of the public School
teachers reported such resources ware...adequate.
-
Food service managers responded to a similar item but, due to ambiguities
subsequently found in it's wording, the responses were judged not valid and are
not reported.. .
30
34
,15
./4
Perceptions of Nutrition Knowledge
To provide information to assist in the validation of the knowledge test, both,
teachers and fond service managefs were asked to rate how such they thought,
the'y knew about nutrition.
Item: "f do not have sufficient knowledge to teach nutrition to(my) students."
p
I
Response Public SchoolElem. Teachers
Private SchoolElea. Teachers
Food Service 4Managers
...
Strongly agreeAgreeND opinionDisagreeStrongly disagree
No response
I .* 10%
27
14
444
0
20%
396
28
6
0
7ff
.
14i38
15
.238
1
992 99ZND. of respondents (441). '(64) (300)
\Note: Percentages may not total ion due to rounding.
'.si
Although the difference'is not statistically significant, more public school
teachers disagreed with this itatement than did either private school teachers
or food service managers, suggesting that a larger, percentage of them are
confident of the adequacy of their knowledge. The average nutrition s/ledgeicn
test scores for the three groups were:ss. 29.2, 28.0, and 29.2 for pub is echool
teachers, private school teachers, and food' service managers respectively:
The difference of 1.2 points for the private school teachers approaches sta7
tistical significance, and quite post/ably represents a small, but real, dif-
ference. It is quite probable that the respondents were taking into account
their knowledge about hom.to teach nutrition as well as their perceived level
of nutrition knowledge, and that this accounts for some of the differences inJ
m/1
the responses among the three groups.
As reported earlier; there was a positive relationship between the respon-
dents' perceptions of. their level of nutrition knowledge and their knowledge
test scores. The details are shown on page 14 of this report.. 4
31 3 .
Because nutrition education in a local school should involve cooperation'
between teachers and food servie workers, it was important to ascertain the
perceptions these groups had of each other. Teachers' perceptions of the food
service workers in their school -were obtained with this item. (Only teachers
frdm schools with lunch programs-responded.)
Item: "Food service personnel in my school have sufficient knowledge
to teach nutrition to my students.".
: ../...
.
Response Elementary Teachers (from schoolswith lunch programs)
Public Private
Strongly agree 3% 4Y.
Agree 18 16
No opinion -' 36 39
Disagree 29 39
Strongly disagree 12 2
No response a 0
'1_100% 100%
No. of respondents (411) . (44)
less' than 1/2%OP
C
Note that a large percentage of= teachers either had no basis foi judging,; or
were diplomatic and chose the "no opinion,' response. Of those expressing an
opinion, the majority did not -believe that food service personnel in their
school :had sufficient knowledge to teach nutrition to their students.
should be noted that this is not their appraisal of food service managers, but
of the Whole staff of food service .workers
*The perceptions:-food service managers have of teachers' nutrition knowledge
were assessed with the following item.'
32
4
36$
..4
Item: ' "Teachers in my school have sufficient knowledge to teach nutritioto students."
Response Food Service, Managers
Strongly agree 6%
Agree 39No opinion 31
Disagree 22
Strongly disagree 2
No response
No. of respondents
a100%
t300)
than 1/2%
A large percentage of the food ,service managers chose the "no opinion"
response, similar to -the, way teachers responded on the previously discussed
item. However, the majority of those expressing an opinion had` favorable
assessment of the knowledge level of their school's teachers. Such opinions,
combined with the finding reported earlier that 70 percent of the food service
Jr managers believe it-important to coordinate nutrttion education efforts with
teachers, provide support for cooperative efforts. However, the perceptions
of food service managers regarding teacher views of them must, still be consid-
ered. These were assessed with the billowing item for food service managers.-
Item: "Teachers view me as a knowledgeable partner-in nutrition education."
Response Food ServiceManagers
Strongly agreeAgree 30No opinion '- 48
Disagree 11
Strongly disagree 5 ,
No response 2
101%
No. of respondents 300
Note: percentages do not total 100% dueto rounding
33 37"f
S
,
Note that nearly one-half of the food service managers did not express an.._
lopinion on this topic. Aldo, 16 percent had the perception that they were not
viewed as a knowledgeable partner 'in nutrition education by leachers. Thus,
communication and cooperation will have to be fostered between these .two
groups in a majority of the schools if the NET program objAftives of cooper-
ative nutrition education activities and using the'lunchroom, as a leaning,
laboratory are to be achieved. As regards this 'Last activity, it is occurring. .
in about half of the schools having lunchroom , as is shown' by the responses
to the following item.
Lunchroom as a Learning Laboratory
Item: "How many times during the last year did you use the lunchroom as a
learning laboratory?"
Response Food ServiceManagers
None
.1 - 2 times3 - 5 tines6- 10 timesMore than 10 times
No response
No. of respondents
6
a s less than 1/22
51%
20,
14
6
7
- 2
TO(300)
In 27 percent o4 the schools, such' activities occurred at least three times,
is Oiobably frequently enough to have an effect. Although it is encour-
aging to see this high a level of an educational use of the lunchroom& there
is still 'rasp improvement.
s%..
Another factor linked to nutrition and nutrition education is the quality of.
the lurch Program and its utilization by students. Slightly under 500,000
students participate in the school lunch program in WVsconsin schools. This
is about 46 percent of the number who dould participate. Teachers in schools
with lunch programs were asked to rate its quality.
'38'34
1
//7"
-.711
Item: "My school has a high quality lunch program good food, pleasant
atmosphere)." .1
Response Elementary Teac s (from schoolswith lunch pr rams)
Public Private
Strongly agree 121 18%
Agree /-s 2 -
No opinion 10 7
''Dtsagree 22 11
Stronglyadisagree 4.'
fl .9
Voiresponse a 0
100% 100%
N). of respondents (411) -(44)
Pa less than 1/2%
It ,ie encouraging to note that a clear majority of the teacheiS judged their
,:jewhool's lunch program to be of high quality. The 26% of the public school
teachers who did not consider their school's lUnch program to be'of high qual-
ity represent a continuing cqneern not just of the NET program, but of the
whole School Food and Nutrition terhces Section within the Wisconsin Depart-.
ment'of Public Instruction, which has as part of its mission assisting schools
to have high qeslity lunch programs%
The last opinion item regarding the lunch prograd WA the following.
Item: "Students should be encouraged to eat more school lunch."
Response Food ServiceManagers
Strongly agree 61%
Agree 35
No opinion 2
Disagree 1
Strongly disagree 0
No response 1
100%
No. of respondents (300)
a i less than 1/2%
35 419
a
Unfortunately, the ambiguity of the wording of this item was not-noticed until.
after the survey was sent' put. This item was Intended to refet ta,student40 .
participation in the school lunch program, and not to their'consuming'mdre.
It is hoped that the interpretations of .the food service'managers were such
,that theieresponses indicate strong generalized support,, for the schpol lunch
prOgram.
V'Summary of Findings
-r 1,
The' vast ,majority 4r75 to 80 perCent) of teachers and food service managers
believe that both student nutrition arowledge am4'.their food habits can be.
improyed bilbeans of nutritiott education activities in-athe classroom.
more than onehaIT of the teachers and food fietVice managers believe. .
that the most effective location's for nutrition educatioi activities are the
classroom with the lunchroom as a learning laboratory.
The majority of teachers and food 'service managers were supportive of the
coordination of nutrition education with parents. A majority of food service
managers also endorsed such coordination with teachers, but less than half of_
the teachers supported such coordination with food service managers.
Teacher opinion is nearly evenly dividkd between teaching nutrition as a-pp
arate unit and integrating it into other disciplines (such as life science or
social science), with slightly mores public and private school teachers favor
ing integrating nutrition into, the other disciplines. itbeof 17 percent of the
teachers did not express a preference.se
A majority of both teachers and food' service managers inhcated they did not
have adequate haterials, inservice programs, and resources to help than teach
nutrition. Prillate school teachers appear to be the yoraiiroff in this regard,
'4.0wtth 69 percent of than reporting this problem. A1
The availability of time and schedule flexibility_Atoopermit nutrition 'duck
tima'activity is much ,tore of a problel for food service managers than forA. 1
. -
teachers. Seventythree percent -of- tbem"reported this problem, whereas 46i
4 ...-
.:
. ..
111. "40
t.
percent of the public an4 49 percent -of the private school teacherhoreported
insufficient time an0 flexibility.
:Public school studenti are more likely to receive nutrition education instruc-
tion than are private school students,
typical amount If.nutrition education
was between three and fillt hours, with
.a year. For private school students t
was between one a hours, while onl
a year.
According to teach4r responses, the'
experienced by public school student's
35 receiving six or more hours
he typical amount of such instruction
y 17.percent received six or more hours
Forty-eighf psrcent ofthe,publio school teachers were confident that they had
sufficient knowledge td teach'nutrition: The percehtages of confident private
86001 teachers and food sere manag9Ks were smaller: 34 percent a 33. , -
percent respectively:
Food service
.
managers' peroptions of the nutritio. knowledge level of
teadheis in their schools$
were similar to the teachers' selfassessments; 45
percent of them judged the teachers as having adequate knowledge to tea&.....-/
.
nutrItion3., while 48 percAt of the teachers, so rated theldelves. Because of
relatively large proportion of food- service managers who expressed no
nion, thilks a clear majority (Clearly two to one) of those who expressed
an opinion.
4
Teachers wert generally not as positive about the knowleige levels of the food
service personnel ineth7ir school's: forty-one percent of both the public and
the'Private school teachers dicrnot believe these workers had sufficifnt know-.
.
iledge to teach nutrition, to students..- Because of the large ,percentage of
teachers who did not express an cvinionthis is a clear majority (over- two to.
one) of those who .expressed an-opinion-I.
. -
Thirty-five percent of food service managers.dil-not believe that teachers
viewed them as knowledgeable partners in nutrition education. This is over
two times the percentage who consider themsefves viewed as .knowledgeable
partners. Nearly half (48 percent) of the fdod service 'onagers did not
. express an opinioh,on this subject.
3741 ,
a
Fifty }one percent of the food service managers reported that they did not use
the lunchroom in their schools as a learning laboratory. Of the 47 percent
who reported using the lunchroom as a learning laboratory, about fourtenths
of than had used, it once or twice, threetenths had used it three to five
times, and threetenths had used it six or more time in this manner,
Slightly less than half of the students (about .46'percent).attending school
participate in the school lunch,program. (This is a little less than 500,000
stIgdents daily.) The typical lunch program in Wisconsin is of high quality,
according to the teachers' responses. Sixtyfour percent of the publi6 and 75
percent of the primatem4school teachers in schools with lunch programs judged -\
their school's lunch program to be of high quality. Almost all of the, food,
service managers expressed the opinion that students should be encouraged to
eat school lunches.
Discussion
Elementary teachers in both public and private schools and public school food
service managers hold opinions which are supportive of the principles associ
ated with nutrition ucation. They endorse the concept that good eating
habits ate important to od health. They also are strong believers in the
efficacy of nutrition educat9n in improving both' students' knOwledge and
. their food habits:
Teachers' and food. service managers endorse using both the classroom and the
lunchroom as sites for'nutrition education activities. The majority.of each
gioup favored activities in the classroom with the lunchroom used as a learn
ing laboratory. Such attitudes should facilitate imprementing the intent of
the ,federal legislation authorizing. the NET program, which stipulates that
both sites shouldbe used, and that the lunchroom should be a learning labora
story. However, in over half of the schools having lunch programs, the lunch-
-',room is not being used as a learning laboratory, and in only oneafourth of the
schools Irrsuch activities occurring at least three times'in_a year. Thus;
there is much room for improvement it this area.
38
Ost
The NET legislation aleo specifies that nutrition education activities should
include the pa/lents, and that they should involve cooperative efforts between
the food service staff and the 'teache/T. The principle of including parents
in nutrition education activities was endorsed by a majority of both teachers
and food service managers. A majority of food service managers also endorsed
the principle of coordinatign-of nutrition education efforts with teachers.
However, teachers were less enthusiastic about coordination of their nutrition
education efforts with' food service personnel; nearly one-third were non om-
mittal about such coordination and only slightly less than half would agree
with such coordination. This indidates that special effotts will have tobe
made to encourage teachers to work cooperatively with food service personnel,
and to increase the nutrition education abilities of food service personnel to
prepare them better to assume this role.0
Teachers' coordination and cooperation with food service personal are also
probably inhibited by the perceptions teachers have of the levels of knowledge
of food service personnel, and by their perceptions of a partnership relation-
ship with food service managers. Only about one-fifth of the teachers believe .
food service staff have sufficient knowledge to teach nurition to students,
and only about one-third of the food service managers reported that:teachers
viewed them as a knowledgeable partner in nutriaion education, althOugh both
scored comparably well On the nutrition knowledge test. These findings sug-
gest that the NET program should make special efforts to break down any exist-
ing barriers between teachers and food service personnel and to encourage
cooperative nutrition education activities.
Another thrust in the legislation authorizing the NET program is the provision
of scientifically .accurate materials and information to schools and teachers.
'There is evidence of need for materials on the part of food.service managers
and teachers, especially those in private schools, as over half of the food
service managers and public school teachers reported not having adequate
materials, inservice programs and resources, and over twothirds of the pri-
yate school teachers reported ache same. Thus, the program's efforts to locate
and provide gbod materials, and develop inservice materials are addressing a
genuine need, which is recognized by a majority of the potential beneficiaries
of these effortg
39- 4 3'----""-A
The Wisconsin NET program has chosen'tto encourage the incorporation of.nutri-
tion information and concepts into the ongoing curriculum. 'The opinions of
° Wisconsin teachers regarding the best means of including nutrition eiucation., .?,
in the curriculum are nearly evenly divided "between two different approachep.
-4'significant fraction did not express an opinion, but of those expressing ani
.
Zopinion,e slight majority favored integrating nutrition into the other disci-
.plines, and a very strong minority favored teaching nutrition as a separate
.AA
unit. Because good educational arguments can be made for both viewpoints, tbe,
Wisconsin NET program,will have to accommodate both of them, as well as ell.
&rage the undecided teachers to integrate'nutriti n into the ongoing cur-.
riculum, tether than to try to find space for itirs separatelntity in ana
already overcrowded schedule.
The survey revealed.thqt more nutrition education was occurring in public thantips
in private schbols. The 't 'ical number of hours of nutrition education exper-
ienced by public school nts was between thfee and fiVe hours, with aboutA
one-third ofvpe studen receiving six or more hours a year. In private-
schoole4
the typical num r of hours of such instruction was between one ands`,
two, and a little than one-fifth of the students received six or more
hours a year. The,d ference in the amount of nutrition education occurring.#,
in public and piivate schools may be attributable to differences in curricu-..
4111P,
lUM, the a;kilability of materials and resources, and/or the teachets' confir0
hence in the 'adequacy df their knowledge regarding this topicl)6,41
The lunchroom has great potential far reaching a large number of students.
slightly Ander 500,000 students participate in the school lunch program in
Wisconsin in a typical_day. This is about 46 percent of the students attend-
ing school on a typical day. Clear majorities of both public and -private -A
schooPjeachers rateethe quality of their school's lunch program as high, and
food setvi%e managers Were nearly'unanimous in agreeing Mt students'should
be.encouraged to participate in the school: lunch.progr . Thus, the overall
environment appears conducive to-high participation. However, only slightly
less than half of the schools with lunch, programs are also usipg the lunchroomw . .
as a learning laboratsry.. If the.typicAlly high quality of the lunch program
is continued and the lunchroom is also a site for cooperative nutrition educa-
tion experilOces, a large number of students will be reached.
4.
4044 .
APPENDIX'A
.
General Behavioral Objectives and performance Objectives
descrling the Informed Food'Chojc0bdel.'
Key: G80: General Behavioral ObjectiveP0: Pe Wince ObjectiveTSWBAT: The student-will'be able to
GBO 1 .EXPLAIN WHY WE NEED Pdloo
PO 1.1 Given questions about why we need food, TSWBAT identify, by circling,responses which indicate that4me need food for energy, growth,
maintenance and repair.
G80 2 LIST THE FUNCTIONS OF THE MAJOR CLASSES OF NUTRIENTSEXPLAIN WHAT A NUTRIENT IS 44
PO 2.1 Given lists of several groups of substances (either foods'Ornutrients) TSWBAT distinguish thOse groups which contain
- both foods and nutrients rom those groups which containonly nutrients by circling the groups which contain only
nutrients.
PO 2.2 Given the name of a nutrient which is said to be deficient in
an indf7idual's diet, TSWBAT identify the deficiency disease
associated with such a deficiency by circling the correctresponse.
NOTE: deficiencies present in:U.S. poptilations thoUld beemphasized-. e.g.:--imon - anemi4.
PO 2.3 Given a list' of statements, TSWBAT identify, by circling, thosewhich describe functions of nutrients.
G80 3 CLASSIFY FOOD SOURCES,OF.THE MAJOR NUTRIENTS
PO 3.1 Given the name of a nutrient and a list of foods, TSWBAT identifythe food(s) in which the nutrient is found by circling the ,
correct response.
GBO 4 ESTIMATE NUTRIENT REQUIREMENTS WITHIN A GENERAL RANGEFOR SELF
. AND THOSE INDIVIDUALS FOR WHOSE DIETS HE OR SHEIS RESPONSIBLE
PO 4.1 Given-a.description of several different quantities of a 'nutrient
source (food) TSWBAT_identify by circling, the amount of the
food(s) that most closely represents his or her daily require -
ment for ;pat nutrient (or the requirement for a child,elderly person, or other individual for whom she or he may
be responsible).
GBO 5 EXPLAIN WHAT A CALORIE IS AND HOW IT RELATES TO ENERGY
PO 5.1 Given a klist of definitions, TSWBAT identify, by circling, the
correct definition of a Calorie.
Wisconsin .Nutrition Education and Training Progi.am utrition KnoWedge Test 1/80
41 45s.'
W
-2
t
. PO 5.2 Given a choice of different Caloric values per grim of carbohydrate,,
protein and fat, TSWBAT'identify,-by circling, responses whichIndicate.that fat has A little over twice the calories found
. in 'protein and carboOitrate.
PO4.5.1 Giveml list of nutrients,TSWBAT distingyish those which provide /energy from,those which do not by'cir ing the energy
,
Aupplying nutrients. (thii may include lcohol as asource
of calories)_
' PO 5.4 .Gfven.quesilons'soncerning Caloric balance,` TSWBAT recognize that
excess energy, whetker consumed as fat, carbohydrate, or... protein, will be; stared in the bodY as fat.
%a. A
PO 5.5 Given,a list of factors, TSWBAT distinguishthose which have an._ influence on energy requitimap from those which do not by
circling those which influence4a,ergy. requirements._ .-
1 , ., ...
GM 6 -* SELECT A DIET CONTAINING THE AMOUNTS,
OF NUTRIENTS HE OR SHE
, REQUIRES WITHIN HIS OR HER ENERGY NEEDS
PO 6.1 Given a common food which is of low.nutrient density and a listof alternate fOOds, TSWBAT'substitute the more nutrient densefood present in the list by circling it.
PO 6.2 Given a description of .a diet or a Meal, TSWBAT evaluate itsadequacy, by using 1 daily food guide. .
GBO 7 EXPLAIN THE RELATIONSHIP.OF NUTRIENT ANO ENERGY REQUIREMENTSTO PHYSICAL, PSYCHOLOGICAL AND ENVIRONMENTAL STRESSES
PO .1 Given qescriptiOns of individuals in varying physiCal, psychdliogical,'and/or environmental stresses, TSWBAT identify the nutrient(s)most affected by circling them. Examples of stress may include:pregnancy, lactation, growth, aging, climate, anorexia, smoktng,and alcohol.
GBO 8 SUBSTITUTE NUTRITIONALLY EQUIVALENT FOODS FOR FOODS WHICH AREUNACCEOTABL,Ef, UNAVAILABLEOR rim EXPENSIVE
PO 8.1. Given the name o a common food which is said to be unacceptable,unavailable, or too expensive, TSWBAT substitute a nutritionallyequivalent food by circling this food from a list of alternates.
*
PO 8.2 Given labels of several different foods and the label from acommon food which is said to be unavailable, unacceptable, ortoo expensive, TSIWT choose a nutritionally equivalent foodor choose the.most economical of the nutritionally equivalentfoods by circling then.
PO 8.3 Given ingredient lists of several differeht forms of the same food(e.g. cereals'or fruit juices/drinks) TSWBAT identify themost prominent ingredient by circling it.
.
.4110h
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80
42
46
3
GBO 9 IDENTIFY RESOURCES FOR RELIABLE NUTRITION INFORMATIONDISTINGUISH PERTINENT NUTRITION INFORMATION FOUND IN AVAILABLE SOURCES
PO 9.1 Given a list of resources including professionals% other individuals,print and electronic media, TSWBAT identify those resources
which are the st Tellable sources of Nutrition information
by circling th .
PO 9.2 Given a statement dea ng with nutrition., TSWBAT distinguish pertinent
nutrition information from other unfoundedoor irrelevent infor-'
motion by judging whether several statements based upon thestatement are true or false.. 1
PO 9.3 Given a list of books and pamphlets, TSWBAT.identify daily foodguides as useful resources for information on nutrient sourcesby circling them.
G80 10 EVALUATE ONE'S OWN DIET USING FACTS ABOUT NUTRIENTREQU1REMENT5,FUNCTIONS, SOURCES; AND.HEALTH-INMPLICATIONS
?VALUATE NUTRITION INFORMATION AND ALTERNATE DIETS USING FACTS
ABOUT NUTRIENT REQUIREMENTS, FUNCTIONS, SOURCES, ANDHEALTH IMPLICATIONS
IPO 10.1. Given a description of one day's diet which is described-as a
typical o.r usual diet for an individual, TSWBAT evalatg theadequacy of the diet by circling the nutrients which arc-low(or in excess) in the diet and/or circling the food sourceswhich may be added (or restricted) in order to improve theoverall quality of the diet. (Diets which are nutritionally
adequate may also be used.) .
PO 10.2 Given a description of a popular reducing diet, TSWBAT'evaluate . .
(same as above) also for diets representing other cultures . .
GBO 11 ANACYZE WHY HE og SHE, CHOOSES CERTiIN ..FOODS-OVER OTHERS INCLUDING"TRADE-OFFS" (t.e. WHAT ADJUSTMENTS OF INTAKE NAY BE MADE IN
ORDER TO ACCOMMODATE THE INCLUSION OF CERTAIN FOODS)
I
ANALYZE THE RELATIVE BENEFITS AND RISKS OF HIS OR HER FOOD CHOICE,
PO 11.1 The student will be given a description of an individual's foodintake for breakfast, lunch, and snacks. The student will thenbe asked questions concerning what food choices would be bestfor the rest of the day as well as the acceptability of thesnack food. choices. TSWBAT differentiate between judging thequality of an individual food and judging the quality of the
overall diet.A
PO 11.2 Given descriptions of situations in which an individual must make a'rood choice, TSWBAT identify the possible benefits or risksinvolved in making that decision'and will identify them,bycircling. (May include effects of alcohol consumption.)
Wisconsin Nutrition Education and Trainiig Program - Nutrition Knowledge Tht 1/80
43
- 4 7
-4
G80 12 DESCRIBE HOW HIS OR HER FOOD CHOICES MAY AFFECT HIS OR HER. STATEOF HES(TH AND/OR FEELING OF WELL BEING
PO 12.1 Given questions about the effects of excess sugar consumption,TSWBAT identify dental caries as a possible consequence.
PO 12.2 Given questions &bout the effects of consumption of excessCalories, TSWBAT Identify obesity as a consequence.
PO 12.3 TSWBAT identify adverse effects of obesity on an individudl'ssense of well being by circling these adverse effects.
GBO 13 BE ABLE TO CONSTRUCT A NUTRITIONALLi' ADEQUATE DIET FROM THEAVAILABLE FOOD SUPPLY WITHIN A SPECIFIED'BUDGET FOR SELFAND TtlE INDIVIDUALS FOR WHOSE DIETS SHE OR HE IS RESPONSIBLE
(TVA G80 cannot be te4.ted)
G80 14
PO 14.1
LIST SEVERAL WAYS IN WHICH FOOD INFLUENCES SOCIAL INTERACTIONS*
Given descriptions of social interactions in which. food and/oralcohol are a part, TSWBAT identify the hidden messageswhich are being transmitted and/or.the basic assumptionsbehind the association of certain foods with certain
situations.
-M 15 REPOT WHICH AESTHETIC AND SENSORY QUALITIES INFLUENCE THE. SELECTION OFDIFFRENT FOODS BY DIFFERENT,INDIVIDUALS*
PO 15.1 Given Mist of different reasons wgy individuals reject or
select a food., TSWBAT identify by circling, those which'involve the ,aesthetic and sensory qualities of the food.
680 16 IDENTIFY THOSE SITUATIONS IN WHICH FOOD IS USED AS AN OBJECT OF
. EXPRESSIVE BEHAVIOR*
PO 16.1 Given a description of various situations in which food is a part,TSWBAT identify, by circling, those situations in which foodis used as an object of expressive behavior.
G80-11 DESCRIBE HOW CULTURAL, SOCIAL, ECONOMIC, AND PSYCHOLOGICAL FACTORSINFLUENCE FOOD INTAKE AND CHOICE
PO 17.1 Given examples of food advertiiements, TSWBAT identify by circlingthe psychological factors which are used to sell the product.
PO 17.2 Given descriptions of individuals who are consuming variousOfts, TSWBAT identify by. circling, any cultural, social.economic or psychological factors which Faye influenced
the individual's food choice.
GBO 18 IDENTIFY THE WAYS THAT INHABITANTS OF THIS PLANET ARE INTER-.
'DEPENDENT ON FINITE RESOURCES THAT INCLUDE FOOD*
PO 18.1 Given a list of different forms of protein, TSWBAT identify,circling, the form which uses the least food resources to
produce.
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80
448
4
ti
-.5-
PO 18.2 Given statements concerning malnutrition, TSWBAT distinguishcommon myths from facts by circling the myths.
PO 18.3 Given a plant source pf protein and a list of other plantproteins, TSWBAT identify which food items may be usedto complement the protein in order to improve protein quality.
GBO 19 ENUMERATE THE FOOD DISTRIBUTION FACTORS THAT INFLUENCE THENUTRITIONAL QUALITIES OF THE DIET OF A POPULATION .10r-'
PO 19.1 Given a list of various factors said to influence the nutritionalqualities of the diet of a population, TSWBAT identify.bycircling, those that are related to food distribution(e.g. transportation, refrigeration).
PO 19.2 Given a list of various factors said to influence thenutritional quality of the diet-of a population ifadvanced-technology did_nat exist, TSWBAT identify by
circling, the naturaT-Tactors,(e.g. climate, geography,. population size).
GBO 20 DEMONSTRATE HOW BEST TO SELECT, PREPARE AND STORE FOOD,S IN ORDER
- TO OBTAINOPTIMUM NUTRITIONAL VALUE
LIST SOME'OF THE ADVANTAGES AND DISADVANTAGES ASSOCIATED'WITHPROPER AND IMPROPER FOOD HANDLING AND PROCESSING
IDENTIFY MAJOR FACTORS THAT AFFECT COST, QUALITY, AVAILABILITY,
41_101AND VARIETY OF FOODS IN THE MARKETPLACE*
PO 20.1 Len a list of nutrients and a list of conditions,(light, heatoxygen, water) TSWBAT identify the factors to which each
-nutrient is susceptable.
PO 20.2 Given a list of foods prepared in different ways, TSWBAT identifythe food which has retained the most nutrients by circling it.
PO 20.3 Given a list of statements which are characteri ics of food
processing, TSWBAT classify those which ar advantages and
those. which are'disadvanAoges.
PO 20.4 ,iven a description of food handling practices, TSWBAT identify
' by circling, those which may cause food contamination or
spoilage.
PO 20.5 Given a description of changes in the quality, availability, ormarket price of an item over different seasons, or in differentforms of the same item, TSWBAT identify by circling; themajor fictors affecting the changes in these variables.
GBO 22 .IDENTIFY THOSE CONDITIONS FOR WHICH A DIET-DISEASE LINK HAS BEEN
DETERMINED
PO 22.1 Given a listof diet-clisease links, TSWBAT identify, by circling,the link which is most certain.'
Wisconin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80
45 49
I
I
GBO 21 IDENTIFY THE BIOLOGICAL 1ROCESSES INVOLVED IN MAKING NUTRIENTSAVAILABLE TO THE BODY*
PO 21.1 'Given desCriptions of various biological Processes, TSWBAT identifyby cirtling, those which describe digestion, absorption, arid'metabolism.
7 I
Vt 1
"Program Objectives for Learners nutrition in a changing worldThe School Nutrition Education Curriculum Study PennsylvaniaState University 1978
I
a
44
Wisconsin Nutrition Education andrraining Program - Nutrition Knowledge Test 1/8d
464 .0 t0
APPENDIX B
Wisconsin NET Nutrition Knowledge Test - Level 2, Form B
Instructions: Questiohs 1-42 have only one correct answer. Choose the correctAnswer and fill in the appropriate circle on your answer sheet.
.
1.
2.
Which of the following groups list ONLY nutrients?a. meat, protein, cblciumb. milk, cheese, eggsc. yeast; sodium, thiamind. protein, fat, iron
4.
Which of'the following is NOT a nutrient function?a. regulation of body protessesb. supply of energyc. lubrication of body jointsd. aid in night vision -
i3. Which of the following is generally the_ALSX-source of Vitamin Aa. cottage. cheese
b. fruits and vegetablesc. grainsd. poultry and fist'.
4. Which of the following is a good source of iron?a. beef ,b. cantaloupec. milk
d% popcorn
5. If a typical adult needed to satisfy but not exceed his/her RecommehdedDietary Allowances (RDA) for Vitamin,C from one food source, she/he'
could consume:a. one tablespoon of grapefruit juiceb; pne cup of grapefruit juicec. one quart of grapefruit juice
6. A kilocalorie (Calorie) is a talyre of:
a. the amount of heat required to digest the food we eat,b. the energy value of food.
nwc. food quality.d. the amount of fat gained from overeating.
7. Which of the following groups contain only nutrients' which DO NOTprovide Calories?a. vitamins, mineran; waterb. protein, minerals,materc. fat, vitamins, carbohydrated. carbohydrate, proteins., fat
%,
Wisconsin Nutrition Edutation and Training Program,- NutridtIon Knowledge.Test 1/80 B
,47,.
51
4.
40
8.
2
Which of the following statements is true?a. Even if you are on a weight reduction diet, it doetn't matter
how much protein you eat since protein doesn't have any Calories.b. Eating half of a grapefruit after, each meal will help you burn
away excess Calories. /
c. Energy intake in excess of an individual's requirement isstored in the body as fat.
d. Most obese individuals have glandular abnormalities.a
9. Which of the f011oying contains-the most Calories per gram?a. vitaminsb. proteinc. carbohyrated. fat
10. Karen is trying to lose weight, but is concerned that she eat theproper amounts of all the nutrients she requires. Which food wouldprovide the most vitamins and minerals in the fewest Calories?a. jellob. banana bread-c. cantaloupe
Whichof the following meals contains foods from each of the basicfour food groups? _-a. chicken, broccoli, rice, milkb. spaghetti, meat sauce, bread, butter, teac. hamburger, bun, fries, coked. spinach salad with tomatoes and carrots, oil and vinegar,
melba toast, mil k
i2. Who is LEAST likely to be at risk for iron deficiency? °a. infants and growing childrenb. pregnant and lactating women,c. an 18 year old womand. a post mehopautal woman
13. Which of-the following" s true about pregnancy? ,
a. The only nutrient requirement which is increased during pregnancyis iron. f,
b. Pregnant women should gain between 25 and 30-pounds uring pre gnancy.c. Pregnant women peed not worry about increasing nutrient intake:
the fetus will take what it needsahyway.d. Pregnant women who are obese should restrict Caloric intake so
.that they don't gain any weight.
14: Individuals who do not get any sunlight. may be at risk foio.a deficiencyof which nutrient?a. vitamin B12b- vitamin Cc. vitamin Dd. folic acid
11:
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 B
48 52
15.
3
Jane is tired of serving orangeWhich of the following would be
ORANGE JUICENUTRITION INFORMATION
(per serving)Serving she = 1/2 cup
Servings per container = II
CALORIES . GO
PROTEIN 1 ginCARBOHYDRATE .. 13 gm
'FAT , 0 gm
e
Ijuice as a source of Vitamin C.the best substitute? s
A. PRUNE JUICENUTRITION INFORMATION
(per serving)Serving size = Yr cup
Servings per container = 2
CALORIES _AixPROTEIN 1 gmCARBOHYDRATE .. 24 gmFAT 0gm
.
..
PERCENTAGE OF U.S. RECOMMENDED DAILY.ALLOWANCES (U.S. RDA)
PERCENTAGE OF U.S. RECOMMENDED DAILY. ALLOWANCES (U.S. RDA) .
PROTEIN 0 RIBOFLAVIN (Bi) 0 PROTEIN RIBOFLAVIN (Bi)VITAMIN A 4 NIACIN 2 VITAMIN A ' NIACIN 3VITAMIN C 90 CALCIUM 0 VITAMIN C ... . 4 CALCIUM 2THIAMINE (B.) 6 IRON 0 THIAMINE(B.) IRON ,, S
B. STRAWBERRIESNUTRITION INFORMATION
(per serving)Serving Size = Yr cup
Servings per container = 4
CALORIES 45PROTEIN 0gm
, CARBOHYDRATE 7 gmFAT 0gm
PERCENTAGE OPUS. RECOMMENDED DAILYALLOWANCES (U.S. RDA)
PROTEIN 0 RIBOFLAVIN (Eli) 3VITAMIN A NIACIN 3VITAMIN C 73 CALCIUM 2THIAMINE'S.) IRON 4
CONTAINS LESS THIN 2% OF THE U.S. RDAOF THESE NUTRIENTS I
'CONTAINS LESS THAN 2% OF THE U.S. RDAOF THESE NUTFIIEN TS
C. , APPLE JUICENUTRITION INFORMAtION
'fuer serving)Serving size = Yr cup
Servings per container = 8
CALORIES 60PROTEIN 0 gmCARBOHYDRATE .. 15 gmFAT 0 gm
-rPERCENTAGE OF U.S. RECOMMENED DAILY
ALLOWANCES (U.S. RDA)
PROTEIN 0 RIBOFLAVIN (Si)VITAMIN A 0 NIACINVITAMIN C CALCIUMTHIAMINE (Be) IRON 4
'CONTAINS LESS THAN2% OF THE U.S. RDAOF THESE NUTRIENTS
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 B
49. 53J.
4
16. Which of-the following cereal products contains proportionatelythe MOST tpgar?
a. Ingredients: Whole Wheat, Rolled Oats, BHT
I
ea.
I
b. Ingredients: Whole Wheat, Brown Sugar, Coconut Oil, RaisItis,Honey, Sesame Seeds, Cinnamon, Salt, and Soy Lecithin
c. Ingredients: Wheat Bran, Milled Yellow-ern, Sugar, Malt,Salt, Coconut Oil, Sodium Ascorbate (Vitamin C) Niacinamide,Reduced Iron, Pyridoxine Hydrochloride (Vitamin B6) ThiamineMononitrate (Vitamin B1), BHA (a preservative), Folic AcidanciVitamin B12
d. Ingredients: Sugar, Wheat, Corn Syrup, Partially Hydrogenated'Soybean Oil,'Honey, Salt, Caramel Coloring, Sodium Acetate, -Sodium Ascorbate (Vitamin C), Vitamin A Palmitate, Niacinamide,Reduced Iron, Lecithin, Pyridoxine hydrochloride (Vitamin B6),Riboflavin (Vitamin B2), Thiamine Hydrochloride (vitamin al),Folic Acid and Vitamin D2
The following is a diet eaten by a boy in the 6th grade:
Breakfast: 1 cup corn grits1 Tbsp. sugar1 cup milk1/4 cup orange juice
Lunch: 1 - 2" square cortibread1 cup pork and beans'1 cup milkcup collard greens
Dinner: 2 halves candied yams311 oz. fried pork chop.
1cup milkcup peascup fruited jello
Snacks:- h cup custard1 pear2 oatmeal raisin cookies1 banana
This diet is:a. inadequate - low in proteinb. inadequate - low fa vitamin Ac. inadequate - low in calciumd. nutritionally adequate
V <7
ex.
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 B
.50
A
.
.18. John loves citrus frui but because of a thickePs' strike, he .
. can't find any in the ermarket. Which of the following locallyr c. grown foods would be the, closest nutA,Wonat equivalent?
,a. apple ciderb. broccolic. carrots t
d. grapes -
Debbie disl4kes carrots. What food would be the bet si.Optitute-if she Waqted tb be sure to get the nutrients contained in carrots?
. a. *pies *. b. trapes
c. spinach-
.., ,
d. celety -,,____f
4
41'.1
V6 , A-
Que6thru, 20 22 cancan the 0.e-towing diet:
Michael is 28 and has been a lapto-ovo vegetarian for 4 years., The followingzii atypidal day's diet:
20.
21.
22.
1
Breakfast!. WhOfe Wheat bread with honeyoatmeal nd raisinsmilk
Lunch: t butter,sandWichei (2)apple juicegranola bar
. Dinner: .1iice and bean ca serole,Whole wheat brea with butter
OPherb tea
14 Snacks: Morning: yogurtAfternoon:, graham crackers
This diet is,low in:"a:.p.16tein
b. carbohydratec. calciumd. vitamin A
If Michael has been eating a diet similar to. this one since hp became.a vegetarian, he might beat risk for a deficiency of whichcnutrient?,
vitamin Cb! thiaminc. vitamin4. protein
To laprove-this iet, Michael. should add:
aMbrewers'.,y4astb. poultry.omfish
ice
with mili'
vit
yak
c.'vegetables or fruit
Nutrition Education and TriWogiProgram - Nutrition Knowledge Test 1/80 B
p'- , 55
Q444tion4 23 and 240
conceAn the it:reaming diet:
Nancy is 5'9" tall, on the track team of her high school, andpractices daily. So f today, she has eaten:
Breakfast: orange juice, 2 eggs; Flame fries, 2 slices toast, 2% milk
Lunch: macaroni and cheese, broccoli, 2% milk
Snacks: cheese.Danish'
carrot cake with cream cheese frosting, 2% milk
23. Which of the following is true about Nancy's diet?.a. Nancy's diet is probably appropriate for her age and
activity level.b. Nancy should cut down on her cholesterol intake since
she is probably at risk.c. Nancy should cut down on her calories: she's probably
gaining weight.d. Nancy should ihcrease her protein intake since she's
in, training.
'
24. Nancy's choice of snacks is:a. okay as long as she maintains her activity level.b. unwise since they provide excess calories.
unwise because It will, ruin her appetite.
-sWhich the following is ST closely associated with sugarcons i
aon?
25.
mental carieseart disease ,
obesity
26. Obesity is associated withincreased risk for'all of thefollowing EXCEPT:a. hypertension
*b. gallstones. N.
c. ulcersd. dilbetes
27. Andy is 2 years old anh refdatto eat his spinach. His mother tellsAndy that if he eats some spinach, he can have dessert. Andyimmediately eats some spinach. What has happened?a.'Andy has learned to like spinach.b. Andy's mother has found an appropriate way to get Andy td
eat his spinach.c. Andy has learned that desserts are fattening!d: Andy hA_leprned that by efusing to eat vegetables he can
get somethfhg he loves "At.
Wisconsin Nutrition Education and. Training Program - Nutrition Knowledge Test 1/80 B
5256
28. An example of the *say in which IMe-.4eft5bry qualities of a food
may affect its consumption is:a. Bill eats whole grains becadse they are nutritious.b.. Joan decides to buy some ice cream because it soothes her
sore throat:c. ynn eats raisins because they are-high in iron.
d. Tony takes a sandwich with him because he.can't affok to buy lunch:L
29. It's Jamie's birthday, and her mom has spent the day preparing
Jamie's favorite dinner. This is an example of:
a: using food as a means of expressing feelings.
b. the effect of culture on food choice.c. using food as a nutrient source.
30. "Parents who care-use Pal " (Breakfast Cereal). Which_of the
following is being used to sell Pal?.a. The nutritional content of PST =pared to other br ands.
b. The psychological desire to, be a good parent.C. The economical consideration: Pal is cheaper than other brands.
d. The taste factor: Pal tastes better than other brands.
31. Ksevere.deficiency of iron will result in Which condition?
a. anemiab. beri beric. pellagra'd. scurvy
32. Which of the following is.the,BEST example of protein complementation?
a. eating bacon and eggsb. eating beans and ricec. eating peas and carrotsd. eating nuts and raisins
33. TO improve the protein qUality of bread, it could be eaten with:
a. butter '
b. gelatinc. peanyt butter
34. '~Witch of the following sources of protein requires the LEASTfood resources to produce?
a.' beans
b. beefc. eggsd. poultry
35.
0
Not long ago, fresh oranges and grapefruit were delicacies inWisconsin. Today, they are available year round.. This is a result of:
a. widespread use of preservatives.b. increased marketability in the north.
. 4
c. improved transportation systems.d. increased awareness off-the importance of vitamin C on the part
of Northerners:
Wisconsin Nutrition Eduoatlon and Training Pivgram - Nutrition KWowledge Test 1/80 B
53
q
41
36. )&
37.
38.
39.
40.
41.
42.
Which of the following nutrients is most susceptible to lossesin matte -
a.Wamin Avita-Min D
c. vitamin B6d. vitamin E,
Food contamination may result from:a. mixing milk and citrus fruits...11): simmering foods uncovered on a stove.
c. using baking soda when' cooking vegetables.d. using the same cutting board for raw poultry and vegetables.
'An example of a benefit-ri# relationship, is: :e
a. -Sodium nitrate prevents the growth of dangerous spores inmeat, but may also be carcinogenic.
b. Artificial food colors increase the marketability of foodby making it more acceptable-
c: White flour has most of the nutrients removed during proCessirg,but a few are then added back.
d. Fresh fruit is available out of season.when shipped fromother markets but may taste sweeter.
.
Which of the following nutrients is most susceptible todestruction by exposure to oxygen?a. vitamin Cb. vitamin Dc. .protein
d. magnesium
Which ofthese is most certain?a. Too much cholesterol causes atheroscleroS;is.b.'Not enough vitamin C causes colds.c. Too many calories cause obesity:d.,Too much coffee causes hypertension.
In;order to be absorbed, what must happen to proteins?a. They must be broken down to amino acids.b. They must be converted' to glucose..
c. They,mugt be attached to vitamin C.' d. Nothing - they are absorbed as eaten.
The primailf function of digestion is:a. to sepallete nutrients from enzymes.b. to break down food into a simple form
be absorbed into the body.c. to break down food to the point whered. to eliminate toxic chemicals from the
so thai it can
bacteria may act on it.body by means of defecation.
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 B
5854
f.
APPENDIX C: Food Service Manager Opinion Items
Items 43-59 have no right or wrong answer. Choose the gsponse that most closely
represents your feelings about the statement.
43. Good eating habits are important to good health. -
a. strongly agree d. disagree
b. agree e. strongly disagree_
q. no opinion '
44. Increased nutrition knowledge will lead to improved food habits, values and
attitudes.
a. strongly agree d. disagree
b. agree e. strongly disagree
c. no opinion
45. Teachers can improve student nutrition knowledge by teaching nutrition in
.the .classroom.4.
a. strongly agree d. disagree
b. agree e. strongly disagree
c. no opinion'
46. The most effective
a. the classroomb. the lunchroom
location for teaching nutrition knowledge to-students is:
c. the classroom with the lunchroom as a learning
laboratoryd.. either location - both can be equally effective
47. Teaching nutrition in either or both of these locations will NOT improve
student food habits.
a. strongly agreeb. agreec. no opinion .
48. The most effective location foractivities designed to improve student food
habits is:
a. the classroomb. the lunchroomc. the classroom with the
lunchroom as a learn-ing Taboratory.
d. disagreee. strongly disagree
d. either location-both can be equally effective
e. neither location-nothing can be done in either
location to change food habits
49. I lb not have sufficient knowledge to teach nutrition to students.
a. strongly agreeb. agreec. no opinion
d. disagreee. strongly disagree
ii
50. Teachers in my school1have sufficient knowledge to teach nutrition to students
a. strongly agree d. disagree
b. agree e. strongly disagree
c. no opinion
51. I haVe adequate materials, inservice programs and resources to help me use tt;e
cafeteria as a learning laboratory.
a. strongly agree d. disagree
b. agree e. strongly disagree
c. no opinion55
Wiscon;in Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 C
59
52. I have enough time or flexibilityein mx.schedu'e to be active in nutrition
education.
a. strongly agree d. disagreeb. agree . e. strongly disagree
,c. no opinion
53. It *s important to coordinate my nutrition education efforts with parents.
a. strongly agree dl disagreeb. agree e. strongly disagree
../c-.410 opinions .
54. It is important to Coordinate my nutrition educationAefforts with teachers.
a. strongly agreeb. agreec. no opinjon,
55. Students should be encouraged
a. strongly agree d.
b..agrea . o e.
c. no opinion
56. It is important that students
a: strongly agree .b. agree , e.
c.. no opinion ;
A. disagree'e, strongly disagree .
to eat school lunch.
disagreestropgly.disagrge
participate in planning school lunch programs.
disagree'strongly disagree
57. Approximately how many hours of nutrition-related classroom instruction didyou participate in during the last year?
a. none d. 6-10 hours
_b. 1-2 hours e. more than 10 hours
c. 3-5 hours
53. How many times during the last year did you use the lunch-room as a learning
laboratory?
a. noneb. 1-2 times
c. 3-5 times
dow6 -10 times
e. more than 10 times
4,
59. The teachers view me as a knowledgeable partner in nutri;ion education.
a. strongly agree d. disagree ti
b.'agree e. strongly disagree
c. no opinlon
Wisconsin NutAtion Education and Training Program - Nutritiorijnowledge Test 1/80 C
56
60
APPENDIX O: Teacher Opinion Items
Items 43-60 have no right or wrong answer. Choose the response that most closely repre-
sents your feelings about the statement.
43. Good eating habits are important to good health.
a. stongly agree d. 'di4agree
b. agree e. strongly disagree,
c. no opinion ar
44. Increased nutrition knowledge will lead to improved food habits, values an d
attitude:
a. strongly agreeb. agreec. no opinion
45 I can improve student nutrition knowledge by teaching nutrition'in the classroom.
a. strongly agree d. disagree
b. agree e. strongly disagree
c. no opinion
46 I do not have sufficient knowledgeto teach nutrition to my students.
a. strongly agr e d. 'disagree'
b. agree e. strongly disagree
c. no opi ion
47 I have a equate materials, inservfce programs and resources to help me`teach
nutritio
a. strong agree d. disagree
b. agree e. strongly disagree
c. no opinion
d. disagree .
e. strongly disagree
IF
48. It is more effective to teach nutrition as a separate unit rather than integrating
it into other disciplines such as life sciendes or social sciences.
a. strongly agree d. disagree
b. agree e. strongly disagree
c. no opinion
49. It is impossible to,change student food habits by teaching nutrition in the
classroom.
a. strongly.agree d. disagree
b. agree e. strongly disagree
c. no opinion
50 Approximately how many hours of nutrition education did each student taught by
you receive during the last year?
a. none d. 6,-10 hours
b. 1 hou e. more than 10 hours
c. 3-
51. It is i coordinate my nutrition education efforts with parents.
a. strongly agree d. disagree'
b. agree e. strongly disagree
no opinion
61
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 B
- 10 -
52. I have enough time or flexibility in my schedule to be active in nutrition education.
a. strongly agree d. disagreeb. agree ;e. stronglY disagreec. no opinion
.53. Does your school have a school lunch program.? If yes, respond to statements5440. If no, do NOT respond to these statements.
a. yes b. no (skip 54-60)
54. Food service personnel in my school, have sufficient knowledge to teach nutriti2qto my students.
a. strongly agree d. disagreeb. Agree e. strongly disagreec. no opinion
55. It is important to coordinate my nutrition education efforts with food servicepersonnel.
a. strongly agreio, d. disagreeb. agree e. strongly disagreec. no opinion
56. It is important that students participate in planning school lunch programs.
a. strongly agree d. disagreeb. agree e. strongly disagreec. no opinion
57. My school has a high quality lunch program (good food, pleasant atmosPhere).
a. strongly agree d. disagreeb. agree e..strongly disagreec. no opinion
58. The most effective location for teaching nutrition knowledge to students is:
a. the classroom c. the classroom with the lunchroom as a learning laboratory.b. the lunchroom d.-either location-both can be equally effective.
59. Teaching nutrition yin either or both of these locations will NOT improve studentfood habits.
a. strongly agree d. disagreeb. agree e. -Strongly disagreec. no opinion
450. The most effective location for activities designed to improve student foodhabits is:
a. the classroom d. either location-both can be equally effectiveb. the lunchroom e. neither location-nothing can be done in either location,c. the clasSroom with the to change food habits.
lunchroom as a learn=ing laboratory
Wisconsin Nutrition Education and Training Program - Nutrition Knowledge Test 1/80 B
5862
APPENDIX E: Letters and Directions
State or Wisconsin
F
April 16, 1980
DEPARTMENT CF, PUBLIC INSTRUCTIONBarbara'Thomtrson, Ph.D.
41. State Su intendent
Dwight M. Stevens, Ph.D..
Deputy StateSuperintendent.
DIVISION FOR MANAGEMENT, PLANNING AND FEtERAL SERVICESArchie A. Buc.hmiller, Ph.D., Assistant Superfntendent
Dear Teacher:
As part of a study of nutrition education needs in Wisconsin,- the NutritionEducation and Training program is conducting a survey to determine the knowledgeWisconsin. elementary teachers and food,service managers have about nutrition.As a result of a random selection process, you were chosen as part of arepresentative statewide sample of elementary teachers.
1.--The enclosed test was designed to cover the broad rtnge of knowledge a personwell prepared in nutrition would.have. The test sheld take no longer than 20to 30 minutes to complete. Because this test is comprehensive it may bedifficult for someone who has not received specific training or other exposureto nutrition information. 5
If the test appears di fficult, please complete it anyway. We recognize thatit is a natural desire to want" to do well on a test. Please respond to thetest only on the basis of what you presently know, and do not seek informationfrom anyone else or from any written sources. Just do t best that you canon your own, regardless of how easy or difficult the st appears to you. Youranswers will never be identified with you pers. y..
Answers to 'the test will be, coded b Wisconsin Survey Research Laboratory,and once in the data file they canfot be linked to individuals or schoo.4. The
numberin the left-hind corner of the self-addressed, postage paid envelope isso that we will know you have returned the answer sheet and need not be
contacted again.
So that you can see how well you did on the test, we will send you an answerkey after we.have received your completed answer sheet_ Ignore the directionson the test and mark your answers on your copy of thp test as well as on theanswer sheet, sothat you can cbeck your answers.
If you have any questions about this study, please call Frank Evans, .(608)266 -1863,or Mary JoTuckwell (608)266-7475.
Thank you for your cooperation in this study'.
Sincerely,
Frank B. Evans, Ed.D.Evaluation ipecialistNutrition Rucatton and Training Program
63126 Lan. gdon Street Madison Wisconsin 53702
59
State of Witicontsin
'April: A, 1980.
Dear -Food Service Manager:.
As part of a study of nutrition education needs in Wisconsin, the NutritionEducation and Training program is conducting a survey to determine the knowledgeWisconsin food service managers and elementary teachers have about nutrition.As a result of a random selection process, you-were chosen as part of arepresentative statewide sample of food service managers.
The enclosed test was designed to cover the broad range of knowledge a personwell prepared in nutrition would have:, The test should take no longer than 20to 30 minutes to complete. cause this, test is comprehensive it may be
difficult for someone who' has not received specific' training or other exposureto nutrition information.
DEPARTMENT OF PUBLIC /NSTR'UCTION,
Barbara Thompson, Ph.D.- State Superintendent
Dwight M. Stevens: Ph.Q.Deputy State Superintendent
DIVISION FOR MANAGEMENT, PLANNING AND FEDERAL SERVICESArchie A. Buchmilier, Ph.D., Assistant Superintendent
If the test appears difficult, -please complete it anyway. We recognize that
it isasnatural desire to want to do well on a test. Please respond to the
test only on the basis'of what you presently know, and do not seek information
from anyone else or from any written sources. Just do the best that you can
on your own, regardless of how easy or difficult the test appears to you. Your
answers will never beAdehtified with you personally.
Answers to the-test will be coded by the Wisconsin Survey Research Laboratory,and once in the data file they cannot be linked to individuals or schools. The
number in the left-hand corner of the self-addressed, postage paid envelope isso that we will know you have returned the answer sheet and need not be
contacted again.
So that you can seehow well you did on the test, we will send you an answerkey after we have received your completed answer sheet. Ignore the directions
on the test and mark your answers on your copy of the test as well as on the
answer sheett so that you can check your answers.*
If you have any questions about this study, please call Frank Evans, (608)266-1863,
or'Mary Jo Tuckwell (608)266-7475.
Thank you for your cooperation in this study'.
Sincerely,
)).Frank B. Evans, Ed.D.Evaluation Special istNutrition Education and Training Program
726 Congdon Street, Madison, Wisconsin 53702
60
64
DIRECTIONS
Food Service ManagersNutrition Knowledge Test Level'2C
Use a black lead pencil. (Pens don't work as well.) Because the answer sheetwill be processed with optical scanning equipment, please do not make anystray marks on it. Also, please do not fold'or crease the answer sheet.
1. 'Do not put you name on the answer sheet.
2. Leave the Idintification Number blank.
'43. Code the Special Codes etters A through J) with the answers which-applyto youusing the foll codes:
A. Size of food service operation:
4.0. 1 to 5 person operation1. 6 to 10 person operation
1,2. larger than 10 persons
C., College level nutrition coursestaken:
B. Are yop a Registered Dietitian?
0. no1. yes
. ,.
D. D.P.I. Summer Short Courses on . ,
nutrition attended in the last5 years:,
0. none .
1. one 0. none2. two or more 1. one -'
E. Wisconsin School Food ServiceAssociation nutrition workshopsattended in the last five years:
O. none1. one2. two or more
2. 40 or more
I - J. Code the CESA region for yourschool. Use a zero before thesingle digit numbers (forexample, 01, 02, 03, ,.. 09).
a
4. Answer the test and opini n items, making sure the circles on the answersheet are filled in comple ely. (Mark your answers on your test; too, sothat you can check Mil 1 ter with the answer key which will be sent you.)
. A ,
5. Return the answer sheet in the envelope provided. DO NOT FOLDthe answersheet.
THANK YOU FOR YOUR ASSISTANCE IN THIS STUDY!
.. 6561
.; .. r P
4.
6 6
DIRECTIONS
Elementary TeachersNutrition Knowledge Test Level 28 -
Uip a black lead pencil. *ens don't work as well.) Because the answer sheetwill-be processed with optical scanninequipment, please do not make any'stray marks on it. Also, please de not fold or crease the answer sheet.
1. Do not-put your on on the answer 'sheet.
2. Leave the Identification Number blank.-11
3. Code the Special Codes (letters A through J) with the answers whichapply to you, using the following codes:
A. Grade level taught: J
O. n,graded, continuous, progress, or similar organization1. gra K - 3, selfisontained-Classroom
. 2. grad, 4 -fiiselfIontained classroomr
3. grade 7 - 8, self contained classroom...-... 4. grade K - 3, departmentaliod
5. grade 4 - 6, departmentali/ed6. grade.7 - 8, departmentalized
-... .
eparate page"and return with the optical:9: other (please explain onscan answer sheet)
B, Number of year's teaching:
O. first year1. 2 - 5 years2. 6 - 10 years3. more than 10 years
D. InserviCes in nutrition:
C. College'level nutrition courses
O. none1. one2. two or more
O. non1. one r more inservices in nutrition within the past five years2. one or more inservices in nutrition more.the-i five years ago,
but none in the past five years
. I - J. Code the CESA region for your school.\Jse a zero'befo're the single
digit numbers (for example, 01, 02, 03, 09).
4. Answer the test and opinion items, making sure the circles on the answersheet are filled in completely. (Mark your answers on your test, too, sothat you can check them later with the anSWer key which will be sent you.)
-5. Return the answer sheet in tfiejenyelope provided. DO NOT FOLD the answer
sheet.
THANK/YOU FOR YOUR ASSISTANCE.IN THIS STUDY!
62
., 66
t o "
li
State
4APPENDIX F: Test Answer Key
46,
+0.
isconsin DEPARTMENT OF. PUBLIC INSTRUCTION
411
, Barbara Thompson, Ph.D.State Superintendent
Dwight M. Stevens, Ph.D.Deputy Stitt, Superintendent
DIVISION FOR MANAGEMENT, PLANNING_AND FEDERAL SERVICESArchie_A. Buchmiller, Ph.D., Assistant Superintendent
Dear, Test Participant:'.
Thank you for returning your answer sheet for the Nutrition Education andTraining Program survey. The answers to Forms 2B and 2C of .the Nutrition
Knowledge Test are listed below.
1. d 22. c
2. c 23. a
3. b 24. a,4. a 25. a
5. b 26. c
'6. b 27: d
7. a -28.. b
8. c a
9. 4 30, D
10. c 31. a
11. a .32. b
12. d 33. c
13. b 34. a
14. c c
15. b 36. c
16. d- 37. d17. a' .38. a
18. b 39. a19. c 40. c
20. d a
.24. a
Sincerely, _
EDWARD J. POST, DIRECTORFood and Nutritioa Services
41444 Tt44"(2e
(Mrs.) Mary 'Jo Tuckwell, R.D., MPH
Nutrition Education, Coordinator
MJT:svw
967
126 Langden Street Madison, Wisconsin 5370263
.
1.4
APPENDIX G
ITEM STATISTICS FOR WISebNSIN NET NUTRITION KNOWLEDGE TESTT
Which of the following groups list ONLY nutrients?
a. meat, protein, *calcium. b. milk, cheese, eggs
c. yeast, sodium, thiamind. protein, fat, iron
Group
'
..
,Percent Selecting Each Option"
Item -Total
Pt. Bis. Cor.
No. In
Group
/A.
B ,
..
z D* Omit
Food Serv. Managers 8% . 28% 1134 52% 2% 0.41 299
Publ. Sch. El. Teach. g 17---,15 63 ' 0 0.21 441
Priv. Sch. El. Teach..
3 27.
20
.
48.
, -
2 0.30 64
Indicates Correct Option,.
a P Lets' Than Is%-4
2. Which of the fdllowing is NOT a nutrient function?
a. regulation of body processesb. supply of energyc. lubrication of body jointsd. aid in night visoion
Group..
Percent Selecting Each Option-
Item -Totil
Pt. Bis. Cor.,
No. In
Group
, ,A . B C* D )(bit'
food Serv. Managers 15% 10%""--.,/ 48% 25% 1% 0.39299
.
Publ . Sc-h. El . Teach.. 14 5 .50 31 a . 0.22 .441
.--' ...
Priv . Sch. EL -Teach. 2
A11 .48 39
I
0 0.30 64
* .Indicates arrect Optiona = tess.Than
65 68 4.
3.
\
1
4
Which of the following is generally the BEST source of Vitamin A? !/1
a. cottage cheeseb. fruits and-vegetables
AC. grains
t d. poultry and fish
_ Vo uP.
_
Percent Selecting Each Option.
/Item-Total
Pt. Bis. Cor.
.
di
ND. 1 IIGroup
A C D Omit
Food Serv, ManagersV\ 4
6% 87% 3% 4% a 0.32 299
Publ. kh.. El . Teach.
,.1 0 66. 10
4.
13'i.
a 0..394
., 441
Priv. Sch. El. Teach.
..
19
.
. 55: 17 .
,
0V
0.24 64
.
* Indicat4 Correct Option.a m Less Than 1/2% 4
e4. Which'of the following is.a good source of iron?
,a. beef
f
" b. cantaloupec. milk ,
d.'popcorn
Group....
...
.
,
.
.
Percent Selecting Each Option .
Item-Total
Pt. Bis. .
iNo. In
drArqup
. C 'D ' Omit
\
Food Serf. Managgy4
87%?% 5% 0% 1% 0.18 299
Publ . Sch. 'El. Tiach.
. _ ,12 Al 12 a
_
0:24 A41
Priv. SCk-El. Teach: 75 13 11 2 0 0.1064
* Indicates Correct Optioha a 'Less Tha114
.1.
Jo.
6660
"NJ
5. If a typical adult needed to satisfy but not exceed his /her RecommendedDietary Allowances (RDA) for Vitamin C from one food source, she/he
could consume: -
a. one tablespoon of grapefruit juiceb. one cup of grapefruit juicec. one quart of grapefruit juice
a
'Ur
'.'
Group. .
.
IP
Percent Selecting Each OptionItem-Total
Pt. Bis. Cor.
W. InGroup .
A B* C D Wit
Food Serv. Managers
\
7%
4
89% 4% ,e --
.
a 0.07 299t
Publ. Sch. El. Teach. 9 84 7 -- a 0.15 441
Priv. Sch. El. teach. 3 89
i
8 -- 0 *4.08 64
* rndieates Correct Opt ona = Less' Than 1/2%,
6. A kil lorie (Calorie) is a measure of:
4 a. e amount of heat required to' digest the food we eat.b.' e energy value of food. ....il
c food quality.A. e amount of fat gained from overeating._
GroupPercent Seletting Each Option
item-Total
Pt. Bis. Cor.
A
d Serv. Managers 45%
Publ. Sch. El. Teach. 42
Priv. Bch. El. Teach. 53
"k Indicates Correct Option
a Less Than IA
B* D
67% 1%. 7X
56 a 1
,44 0 3
-67
*nit
0%
a
0.35
.0.13
I
No. In
Group
299
441
0 0.26 64
70
7. Which otthe following groups contain only nutrients which DO NOT
. provide Calories?a. vitamins, minerals, waterb. protein, minerals, waterc. fat, vitamins, carbohydrated: carbohydrate, proteins, fat
IIP
Group ; cent Selecting Each OptionItem-Total
Pt. Bis. Cor.No. In-
GroupArkw
A* 8 C D omit
1Food Serv. Managers.0.94% 4% 0%..1,_ 0% 1% 0:25 299 .
Publ. Sch. El. Teach. 93 6 0p--
a a , 0.27 441
Ilit4Priv. Sch. El. TDch. 95 3 0 2 _. 0 0.38
* Indicates Correct Optiona = Less Than 1/2%
8. Which of the following stale nts is true?a. Even if you are on a fight reduction diet, if doesn't- matter
how much protein you eat since protein doesn't have any Calories.b. Eating half of a grapefruit after each meal will help you burn
away excess Calories.c. Energy intake in excess of an individual's requirement is
stored in the body as fat.d. Most obese individuals have glandular abnormalities.
Group . .Percent Selecting Each Option
:
Item -Total
Pt. Bis. Cor.
No. In
d'roup
A 8,-
, C* 0 Colt
I
Food Serv. Managers 2% 6% 89% 1%-
,
2% - , 0.41 . 299
Publ. Sch. El. Teach. 3 4 92 . 1 a 0.27 441
Priv. Sch. El. Teach. 2 92 2 0 0.29 64
* Indicates Correct Optiona arless Than 1/2% imp
68
-r
9. Which of the following contains the most Calories per gram?
a. vitaminsb. proteinc. carbohyrated. fat
GroupPercent Selecting Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group
A B C D* Omit
Food Serv. Managers 1% 5% 25 %, 68% 1% 0.37299
Publ. Sch. El. Teach. a 4 36 . 59 1 0.30 441
Priv. Sch. El. Teach. 0 0 38 63 0 0.36 64
Indicates Correct Option.a = less Than Is% ,
10. Karen is trying to lose weight, but is concerned that she eat theproper amounts of all the nutrients she requires. Which food- would
provide the most vitamins and minerals in the fewest Calortes?a. jel 1 o
b. banana breadc. tantaloupe
f
it,
.1---
. .
Percent Selecting Each .Option
Item-Total
Pt. Bis. tor.,
NO. In
Group,
A B C* D (trait'
Food Serv. Managers '6%
.
5% BB% ,, ,
--
. .
a
_
0.26
1
299
Publ. Sch. El. Teach. 8 5.
86,
--.
1 0.26 441
Priv. Sch. El. Teach. ,,. 14 11. 75 , e-- fl
.
0.34" 64
*indicates Correct Optionit Less Than 11%
69
11. Which of the following meals contain foods from each of the basic- four food groups?
a. chicken, broccoli, Ott, mi'b. spaghetti, meat sauce, bread, butter, teac. hambbrger, bun, fries, coked. spinach salad with tomatoes and carrots, oil and vinegar,
melba toast, milk
Group..
,
Percent Selecting Each OptionItZ-Total
Pt. Bis. Cor.No. k n
Groui
Atc. 8 C D Omit
Food Serv. Managers 94% 3% a 2% .1% *0.23 299
Publ. Sch. El. Teach. 94 1. a 4.,
1 0.14 441
Priv. Sch. El. Teach. 94 04
3 0 0.20 64 -
* Indicates Correct Option.a = Less Than LA
12. Wholts LEAST likely to be at risk for iron deficiency?a. infants and growing children'
dr..° b. pregnant'and lactating womenc. gn 18 year old womand. a post menopausal woman
Group
T
Percent Selecting Each OptionItem -Total
Pt. Bis. Cor.No. InGroup
A 8 C D* Crait
Food Serv. Managers 21% '
. .
17% 10% 52% a 0.45 299
Publ. Sch. El. Tea 24 7 11 58 a 11/4, 0.36 441
Priv. Sch. Er. T . 19 11 8 63e
w0
Mk
0.32 64
*-Indilgetes Correct Option.a . Less Than ;a
7370
13. Which of the following is true about pregnancy?a. The only nutrient requirement which is increased during pregnatty
is iron.b. Pregnant women should gain between 25 and 30 .pounds du ing pregnancy.
c. Pregnant women need kot worry about Increasing nutrient intake:
thd\fetus will taked. Pregnant women who a
t it needs anyway.obese should restrict Caloric int ke so
OW they don't gain any weight.
GroupPercent Selectin2 Each Option
Item-Total MD. In
Pt. Bis. Cor. Group
Food Serv. Managers
Publ.: Sch. El . Teach.
*iv. Sch. El. Teach.
A B* C D
e24% 29% c 7% 39%
26 36 10 27
16 38 14 31
unit
1% 0.30 299.
a 0.18 441
2 0.3264,
* Indicates Correct Optiona = Less Than if%
14. Individuals who do not get any sunlight may be at risk for a deficiency
of-which nutrient?a. vitamin B12b. vitamin C -c. vitamin D'd. folic acid
Grr pPercent Selecting Each Option
B C* D Gait
Item-Total
Pt. Bis. Cor.
a
No. In
Group
Serv. Managers
bl. Sch. El. Teach.
iv. Sch. El. Teach.
9%
9
20
24%
18 ,
20
62%
66
45
4%
8
14
1%
0
0
0.44'
0.38
0.37
299
441
t4
* Ihdicates Correct Optiona - Less Than is%
71
A
a
15. Jane is tired of serving orange juice-as a source of Vitamin C.Which of the following would be the best substitute?
ORANGE JUICENUTRITION INFORMATION
(per senring)Serving size =3 V. cup
Servings pee container =
A. PRUNE JUICENUTRITION INFORMMION
(per serving)Serving size = 14 cup
Servings per container zr 2
CALORIES 60 CALORIES 100PROTEIN fern PROTEIN 1 gmCARBOHYDRATE ..13 gm CARBOHYDRATE .. 24 gmFAT 0 gm FAT Dom
PERCENTAGE OF U.S. RECOMMENDED DAILYALLOWANCES(A. ROA)
PERCENTAGE OF U.S. RECOMMENDED DAILYALLOWANCES (US. RDA)
PROTEIN 0 RIBOFLAVIN (B4 0 PROTEIN RIBOFLAVIN (134VITAMIN A 4 NIACIN.. 2 VITAMIN A NIACIN \3VITAMIN C 90 CALCIUM 0 VITAMIN C 4 CALCIUM 2THIAMINE (B4 6 IRON ..0 THIAMINE (B4 IRON 5
B. STRAWBERRIESNUTRITION INFORMATIOk
(per serving)Serving Size 3= SS cup
Servings per container 333 4
CALORIES41.22TErio, 0 gm
HYDRATE 7 gmAT 0 gm
C.
'CONTAINS LESS THAN 2% OF THE U.S. RDAOF THESE NUTRIENTS
APPLE JUICENUTRITION INFORMATION
(per serving)Serving size = Y2 cup
Servings per container = 8
CALORIES SO
PROTEIN 0 gmCARBOHYDRATE 15 gmFAT 0 gm
PERCENTAGE OF U.S. RECOMMENDED DAILYALLOWANCES (US. RDA)
PERCENTAGE OF U.S. RECOMMENED DAILYALLOWANCES (US. ROA)
PROTEIN 0 RIBOFLAVIN (8.) 3 PROTEIN 0 RIBOFLAVIN (B.)VITAMIN A. . NIACIN 3 VITAMIN A 0 NIACINVITAMIN C 73 CALCIUM 2 VITAMIN C CALCIUMTHIAMINE (84 IRON 4 THIAMINE (B4 IRON ' 4
'CONTAINS LESS THAN apr. OF THE U.S. RDAOF THESE NUTRIENTS
'CONTAINS LESS THAN2% OF THE U.S. RDAOF THESE NUTRIENTS
Group
. .
Percent Selecting Each Option
Item-Total
Pt. ps. Cor.No. InGroup
A 8* C -D, Omit
Food Seri. Managers 2% 91% _ 7% -- . 0% 0.34 299
Publ. Sch. El. Teach. 2 93 4 -- a 0.31 441
Priv. Sch. El. Teach. 5 84 11 -- - 0 *0.3164
* Indicates Correct piniona = Less Than JO
4 72
16. Which of the following cereal products contains proportionately
the MOST sugar?
a. Ingredients: Whole Wheat, Rolled Oats, BHT
b. Ingredients: Whole Wheat, Brown Sugar, Coconut Oil, Raisins,Honey, Sesame Seeds, Cinnamon, Salt, and Soy Lecithin
c. Ingredients: Wheat Bran, Milled Yellow Corn, Sugar, Malt,
Salt, Coconut Oil, Sodium.Ascorbate (Vitamin C) Ntacinamide,Reduced Iron, Pyridoxine Hydrochloride (Vitamin B6) ThiamineMononitrate (Vitamin B1), BHA (a preservative), Folic Acid
and Vitamin B12
d. Ingredients: Sugar, Wheat, Corn Syrup, Partially HydrogenatedSoybean Oil, Honey, Salt, Caramel Coloring,_ Sodium Acetate,Sodium Ascorbate (Vitamin C), vitamin A Palmitate, Niacinamide,
Reduced Iron, Lecithin, Pyridoxine Hydrochloride (Vitamin B6),
Riboflavin (Vitamin B2), Thiamine Hydrochloride (Vitamin BI).Folic Acid and Vitamin 02
Groupt Selecting Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group
A C D Wit
Food Serv. Managers 2% 17% 2% '79% 1% 0.28299
Publ. Sch. El. Teach. 1 17 3 78 1 0.35 441
Priv. Sch. El. Teach. 2 11 3 84 0 0.33 64
* Indicates Correct Option.
a . Less Than 11%
**,
4. 73 .
Ar
Orr
17. The following is a diet eaten by a boy in the 6th grade:
Breakfast: 1 cup corn grits .
1 Tbsp. sugar1 cup mi]kh cup orange juice
Lunch: 1 - 2" square cornbread1 cup pork and beans °
1 cup milkh cup collaki greens
Dinner: 2 halves candied yams316 oz. fried pork chop1 cup milkh cup peash cup fruited jello
Snicks: h cup custard1 pear
2 oatmeal raisin cookies1 banana
This diet is:a. inadequate - low in proteinb. inadequate - low in vitamin Ac. inadequate - low in calciumd. nutritionally adequate
.
Group Percent Selecting Each OptionItem-Total
Pt. Bis. Cor.No. InGroup
A 8 C. . D* Omit
Food Serv. Managers 19% .4% 2% 75%- a 0.25 299
Publ. Sch. El. Teach. _11' 5 2 73 41 V 0.27 441
Priv. Sch. El. Teach. 20 5 75 0 0.09 64
** Indicates Correct Optiona Less Than 1,1%
77'74-
18. John loves citruscan't find any ingrown foods, would
ta. apple ciderb. broccolic. carrotsd. grapes
fruit, but because of a truckers' strike, he
the supermarket. Which of the following locally
be the closest nutAl/ional equivalent?
I
Group 0Percent Selecting Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group
A 8* C 0 alit
Food Serv. Managers 17% 59% 9% 14% 1% 0.45299 'Cl
Publ. Sch. El. Teach. 19 36 _10 34 0.34 441
iv.. Sch. El. Teach. ' 33 22
.
8 38
-
0 0.38 64
* Indicates Correct Optiona = Less Than 1/2%
19. Debbie dislikes carrots. What food would be the best substitute
if she wanted to be sure to get the nutrients contained in carrots?
a. applesb. grapes.c. spinachd. celery
I
GGroupPercent Selecting Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group
A 13 C* D (bait
d Serv. Managers 12% 2% 76% 9% 2% 0.32 299
bl. Sch. El. Teach. 12 2 66 19 1 0.28 441
iv. Sch. El. Teach. 13 2 69,
16 2 _.17 64
* Indicates Correct Option.
a . Less Than is%
401F
7875
20.
t
Quution.a 20 - 22 uncurl the ioflowLng diet:
Michael is 28 and has been a lacAp-ovo vegetarian f6r 4 years.-The following is a typical day's diet:
Breakfast:- Whole wheat bread with honeyoatmeal and raisinsmilk
Lunch: Peanut butter Sandwiches (2)apple juicegranola bar
Dinner: Rice and bean casseroleWhole wheat bread with butterherb tea
Snacks: Morning: yogurtAfternoon: graham crackers with milk
This diet is low in:a. proteinb. carbohydratec.' calcium
d. vitamin A
r
.
Group
.
Percent Selecting Each Option
'Item-Total
Pt. Bis. Cor.
No. In
Group
A B C C 1 .9* Omit
Food Serv. Managers 24%
_
5% 6% 63%
.
2% 0.30 299
Pabl. Sch. El. Teach. 27 7 11 55 a '0.46 441
Oiv. Sch. El. Teach. 33 8
i
16 44 0 0.32 6411a
* Indicates Correct -OTa = Less Than 14
76
NOTE: Qu4 estions 21 and 22 refer to the diet on the preceding page:
io
/-21. If Michael has been eating a diet similar to this one since he became
a vegetarian, he might be at risk for a deficiency of which nutrient?
a. vitamin Cb. thiaminc. vitamin B12d. protein
GroupPercent Selecting Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group
A* B C , a omit
,Food Serv: Managers 59% 6% 14% 20% 1% 0.31299
Pubi. Sch. El. Teach. 51 9 18 21 i 0.43 441
Priv. Sch; El. Teach. 44 17 )1 27£
2 0.44- 64
* Indicates Correct Optiona = Less Than 1/2%
22. To improve this diet, Michael should add:
a. brewers' yeastb. poultry or fishc. vegetables or fruit
8
Group
. .
Percent Selectin§ Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group
A B C* 0 Omit
Food Serv, Managers 5% 24% 70% a 1% 0.35 411:299
Publ. Sch. El. feach. 7 31 61 0 a 0.44 441
Priv: Sch. El ...Teach. 3.
39 56.
2 0 0.38 64
* Indicates Correct Option .
a a Less Ilan 11%
9077
.
23.
.."
QueAtion4 23 and 24 conem the licarna ing diet: --
Nancy is 5'9" tall, on the track ,team of her high school, andpractices daily. So far today, she,has eaten:
Breakfast: orange juice, 2 eggs', home fries, 2 slices toast, 2% milk
Lunch: macaroni and chee9e, broccoli, 2% milk
. . .
Snacks: cheese Danish
carrot cake with cream cheese frosting, 2% milk
Which of the following is true about Nancy's diet?a. Nancy's diet is probably appropriate for her age and
activity level.b. Nancy should cut down on her cholesterol intake since
she is probably at risk.c. Nancy should cut down on her caloriis: she's probably
gaining weight.d. Nancy should increase her protein intake since she's
in training.
GroupPercent Selecting Each Option
Iterd-Total
Pt. Bis. Cor.
No. In
Group
A* 8' C, ,D Omit"
Food §iiv. Managers 30% 18%
-.
17% 33% 1% 0.32 299
Publ. Sch. El. Teach. 33 12.
.
1.5 39 1 0.26 441
Priv% Sch. El. Teach. 33 20 8 39' 0 0.42. 64
* Indicates Correct Optiona = Liss Thkn 11%
1)
78
4.
I
NOTE: Question 24 refers tO the diet on the previous page.
24. Nancy's choice of snacks is:4. okay as long as she maintains-her activity level.b. unwise since _they provide excess *calories':
c. unwise because it will ruin her apptite.
.
(.
GroupPercent Selecting Each Option
4Item-TotalPt. Ells. Cor.
No. In
_Group
A* B D. Colt
4Food Serv. Managers 44%- 46% 9%
C
, 1% 0.28299
41,
Pkibl w Sch. El . Teach._ 52, 42 IM a 0.'22 441
Priv. Sch. El. Teach. 61 38 2 0 0.27 64.
*Ifidieates Coirect Option-a = Lest Than 1/2%
25. Which\of the following is MOST closely associated with -sugar
consumption? ,
% .
a. dental cariesb. heart 'diseasec. obesity
,
GroupPrcetit Selecting EachOptioh .. .
Item-Total
Pt. Bis. Cor.
.No. In-Group
:',
. A* . 8 0 D Omit -
Food Serv;,./Manager 64% . r ilt 34%.r es ,
--_ 1% 0.20 299
1. Scl.!. E1. Teach. 6.3 36 -- 4 0.27 ' 1411
v. Sch. El.,,Teach:- , 66 5 30 -L- 0 , 0:37 : 64
* Indicates Correct Optionless than
;
. 82
Prir- Alb
26. Obesity is associated ,with increased risk for all of the-.
following ExcErr:a. hypertensionb. gallstones.C. ulcerid. diabetes'
.. . a
. G*pup..
Percent electing Each Option -
Itim-TotalPt. Bis. Cor.
*b. InGroup
A B C* , D Colt.
Food Serv. Managers 18%
.
26%
_
51% 6%
.
t 0%
.
0.34 299
Publ. Sch. EL Teach. 11 / 26 58 51
a'
0.29 441.
Priv. Sch. EL Teach. , 11 1 33
.
50er
6 0 '0.36 - 64
* Indicates Correct Optiona .1 Less Than )*% .
a'we,
4
r
.27. Andy 2 years. old and refuses to eat his spit-tech. His mother tells.
Andy that if he eats some spinach, he can have deswrt. Andyt, imntediately eats seme spinach:, What has happened?'"
, it-a. Andy has learned to like spinach. . - -.* Itt b. Andy's mother has found an,appropriate way to get Aridy to .
a , a eat his spinach. ., c. Andy has..lett.rned that desserts are fattening.. d. Andy has,learned that -by refusing to eat vegetables he can
.. .
get something he loves to eat..
,
4
;,Group -4
0
a
_ Food Serv. Managers
9
Percent Selecting Each Option .
A -8
Publ :Sch. El....Teach.a , ti
'Pi-iv. Sch. El. Teach'.v
. - I* Indicates Correct epticina = Leis Than 1/2%
3%
0
.36%
AC
0%
D* unit
Item-TotalPt. Bis. Cor.
No. InGroup,
0 ,.
3a 0
0
r-
72
4a 299
a_
0.11 , 441
D.27 64
1
4 804
9 .'83
4
f
28.
11*
An example of the may in which the .sensory qualities* of a food
may affect its consumption is:a. Bill eats whole grains because thq are nutritious.
b. Joan decides to buy some -ice creath 'because it -soothes her
sore throat.c., Lynn eats raisins beCause they are high in iron.
d. Tony takes a- sandwich with him because he can't afford to buy lunch.
Group '-
Percent SeiectingEach Option
Itet -Total
Pt. Bis. Cor.No. InGroup
).A *13r C . 0 Omit
Food Serv. Managers,
6% , 70%, 16% 6% 2% 0:51 1 299%
Arbl. Sch. El. Teach. 1 -93
-, 4 .2 a. .......2 0.25 441
Priv. Sch. El. Taint.
lit
3 91 5.
2 0
-)
0.47 - 64
* Indicates Correct Option.a = Less Than 11%
29..
"1411w.,
It's Jamie's birthday and her mom tias spent the day preparing
Jamie's favorite dinner. This is an example of:
a, using food as as means of expressing feelidgs.
b. the effect of culture on food choice.c. using food as a nutrient source
' Group- .
l'i- .
-,.
Percent Selecting Each Option
Item-Total
pt. Bis. Cor.
No. InGroup
C
AFood -Sere . Managers 9 ?. 5% 2% 1 -- a 1
,
....
0..19299
bl. Sch.- El. Teacih. 95 4 a .--.
...
0.14 ,441
iv. Sch. El. Teach. 94 6, __.-4 ,.
4.00 64 1
*'indicates Correct Optiona a Lesi Than
ev. fr
81' 84 I
-
IP
30. "Parents who care use Pal" (Breakfast Cereal). Which of thefollowing is being used to sell Pal?a. The nutritional 'content of Pal compared to other brands.b. The Inychological desire to be a good parent.c. The .economical consideration: Pal is cheaper than other bran-ds.d. The taste4actort Pal tastes better tlyn other brands.
_.
Group: Percent Selecting Each Option.
Item -Tots
Pt. Bis. Cor.No. inGroup
A B* P.sto k Omit
Food Serv. Managers 16%
.75% 1% 7% 1% 0.46 299
_
Publ.: Sch. El. Teach. 2....
97 a a
A
a--.... 0.21 441
Priv. Sc4. --ER- .- Teach-. 95 7-6- 0.03 64
* Indicates Correct Optioh- a = Less Than 1/2%
31. A severe deficiency, of iron will result inwhich condition?a. anemiab. beri beric. pellagrad. scurvy
p
. _
- .....
Group '., ) .
Percent Selecting Each-OptionItem -Total
Pt. Bis. Cor.
. I'
No. In
Group
A* -4 C
4D Omit .
a
Food Serv. Managers 97% ' 1%-
. 1%4?
2% -
A
0% 0.22 299
RibT. Sch. El: Tehth. 95 2 1, 2 a 0.20 441
Priv. Sch. El. Teach. '. 94.
3 . 0. ' 3 0 s 0.18 64
* Ilidicates Correct'OAiona =-Cess Than 1/2%
q.
4
3.2,.. Which of the following is the BEST example of protein complementation?
a.pating bacon and eggsb. ating beans and rice.
c. eating peasand carrots. .
d. eating nuts and raisins
14.
",
.
,
-,
Group
4
Percent Selecting Each Option
Item -Total
Pt. Bis. Cor.
No. In
Group
,A .6* C 0 Cmit
Food Serve Managirs 62% 16% .1% 20% 1% 0:32 .
4
299
Publ. Sch. El. Teach. 4? 35 22 3 040 a 0.25 , 441
Priv: Sch. ET. Teath. 25a
27 3 45i
0 .0.28 64
,.-
* Indicates Correct Optiona = Less Than .h%
33.
I
To improve the protein quality of breag, it could be eaten with:
a. butterb.`gelatin.C. peanut butter
e
f
GroupPercent SeleCtifig Each Option
. .
,B
-..
C*
Food. Sery . 'Managersa
. .99
Publ. Sc . each.
Priv .. ScIr--1. Teach,
'1 1 98
6 (bit
Item-Total
Pt. els. Cor.
....)
No. In
Group
a 0.13
0;07
2 0.1.2
299
441
- 64
* Indicates Correct optiona = Less Than iS
. - ..
).-
.
.
-'
. w
. .96
83
-6
/.
34. Which of the following sources of protein requires.the LEASTfood resources to produce?
a. beansb. beeft. eggsd. poultry 4.
Group .
Percent Selecting Each OptionItem-Total
Pt. Bis. qr.N). InGroup
A* 8 .0 D , Wit
Food Serv. Managers 89% 1% 8% 2% 1% 0.25 '. 299
Publ. Sch. ET. Teach. 86 2 9 2 - '1
.
0.20 441
Priv. Sch. El. Teach.91 2 6 2 0 0.17 64
* Indicates Correct Option'a = Less Than Is%
35. Not Ion ago, fresh oranges and grapefruit were delicacies in
Nisoonsin. Today, they are available. yearround. This is a, result of:
a. widespread use of preservatives.b. increased marketability in the north.
c. improved transportation systemsd. increased awareness: of the importance of vitamin C on the part
of Northerners.
Group
I
.
, ..
.
Percent Selecting Each OptionItem-Total
Pt. Bis. Car.No: InGroup
8 . . C* D Omit
Food Serv. Managers 3% 8% 73%4
,
14%
i2%
.0.41
, .299
Iubl. Sch. El. Teach. 4 5 87 4 , 0 0.18 441
Priv. 'Sch. El., Teach. 5.8 .
.
77 11 0 0.23
.
4
*Indicates Correct Option.:.Less Than Is%
8
36., ' Which of the following nutrients is most susceptible to losses
in ma test?
at-Wiamin A Ib. vitamin Dc. vitamin B6d. vitamin E
Group
d Serv. Managers
bl. Sch. El. Teach.
Pilv. Sch. El: Teach.
Percent Selecting Each.Opio,
Itim4otalPt. Bis. Cor.
No. In-
Group
A B.
C* Bait
46% 8% 31% 12% 3% 0'.26299
41 11 25 20 3 0.17 441
41 11 '27 19 3 0.29 64 ,
* Indicates Correct Optiona l'ess Than 11% .
37.
1
Food contamination may result from:
a. mixing milk and citrus fruitslrb. simmering foods uncovered on dtstove.c. using baking soda when cooking vegetables.d. using the...same cutting bdard for raw poultry and vegetables.
,
'groupSelectlog Each Option
item-Total
Pt. Bis. Cor.
;NI
No. In
Group
C D* On
Serv. Nallager s
11!:rEl:'S
2% a 96% a 0.25
219594
I. Sch. El. Teach. 7 ,, 5 2 86 0 0.22
:
44T
v. Sch. El. Teach.
1 8 3 a 6 . .83 , . 0.46
,* Indicates Correct Option
0 Less Than 14
38. An example of a benefit-risk relationship is:
a. Sodium nitrate prevents the growth of dangerous spores inmeat, but may also be carcinogenic.
b. Artificial food colors increase the marketability of foodby making it more acceptable.
c. White flour has most of-the nutrients removed during processing,but a few are then added back..
d. Fresh fruit is available out of season when shipped fromother markets but may taste-sweeter.
Group
S.
Percent Selecting Each Option
Item-Total
Pt. Bis. Cor.
No. In
Group ,
ati
A* .0 Gait
Food Serv. Managers 70% 20%_ 7%. 3% a 0.40 299
Publ. Sch. El. Teich. 76 15 6 2 a 0.39 441
Priv. Sch. El. Teach.70 16
(I-
I 1 2 2 0.62 64.
* Indicates Co reci Optiona * Less Than
39. Which of the following nutrients is most susceptible todestruction by exposure to oxygen?
a. vitamin Cb. vitamin Dc. proteind. magnesium .
-4.
Group.
.
.. Percent Selecting Each Option..
Item-Total
Pt. Bis. Cor.
.
No.- In
Group
A* - C
.
D Niti
Food Serv. Managers 53%, 12% 113%
L
15% 3% 0.42
. .
299
Publ. Sch. El. Teach. 41 p14 17 28_ 0.36 441
Priv. Sch,. El . Teach.. 34..
..
.t11 ,-\33
.. ,
3 0.31 64
Indicates Corroict Option
a = Less Than la41
86
40. Which of these is most certain?a. Too much cholesterol causes atherosclerosis.b. Not enough vitamin C causes colds. r
c. Too many calories cause obesity.4. Too much coffee causes hypertension.
k
Group ,
Percent Selecting Each Option '
Item-TotalPt. Bis. Cor.
No. InGroup
-A h a C*P4., D Omit
Serv. Managers 1 % 3% 74% 5% 3% 0.39 2994
...
bl. Sch. El. Teac hi21 1 73 5 : a 0.25
441
iv. Sch. E. Teach. 19 5 61 16 0 0.32 64
Indicates rrect Option.
= Less Thi 31%
# .....,
.
41. In order to be absorbed, what must happen to proteins?a. They must be broken down to amino acids.' .
b. They must be converted to glucose.c. They must be attached to vitamin C. -.
d. Nothing they are absorbed-as.eaten.
......,_,,,.4-........___
.1
Group '
.
Percent Selecting Each Option
-Item-TotalPt. Bis. Cor.
.
No. In
-Group
.
A*. 8 C- D Omit
. , ,
d Serv. Managers 67% 8% _ 1% 23%A,
1% 0.&0 / 299
bi. Sch. El. Teach. 81 9
_
a 10
v
0
.
. 0.30441
-
iv. Sch. El. Teach.
I
.
80 9
....
_
2 0.44 .64
I--
Indicates' Correct Option
=:, Less Than 1/2%
Now
87.
go
42.
f
The primary function of digestion is:a. to separate nutrients from enzymes.b. to break down food into a simple form
be absorbed into the body.c. to break down food to the pointbhered. to eliminate toxib chemicals from the
so that it can
bacteria may act on it.body by means of defecation.
GroupPercent. Selecting Each Option .
Item-Total
Pt. Bis. Cor.
No. In
Group
A 3* C ,., D Omit
Food Sere. Managers 5% 92% 2% .1% 1% 0.20 299
Publ. Sch. 151-:-Teath: 97
,.. 1
1 0 0 0.05, 4412
Priv. Sch. El. Teach.95
°0 3 2 0.41 64
* Indicates Correct Option
a = less Thank%
400-3827602-81
91
88
4 .
